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Only Man 
Is Free 
To Choose 

by President David 0. McKay 

Photo by Wheelwright Studio. 


REEDOM of choice is probably the most auda- 
cious experiment in creation — man's endow- 
ment vsdth freedom of choice. No other creature on 
earth has such freedom. Everything else in the uni- 
verse, animate or inanimate, follows a pattern to 
which it is bound and from which it cannot escape. 
Only man is free to control himself or run uncon- 
trolled, to pray or to curse, to become a saint or 
a sinner. 

"As we regard ourselves in this light, the convic- 
tion dawns that God in us is aiming at the produc- 
tion of superior beings, creatures of such high order 
that we may be both worthy and capable of coopera- 
tion with God in the unfinished work of creation."^ 

For, as the Apostle Paul says: 

For the earnest expectation of the creature wait- 
eth for the manifestation of the sons of God, For 
the creature was made subject to vanity, not willing- 
ly, but by reason of him who hath subjected the 
same in hope. Because the creature itself also shall 
be delivered from the bondage of corruption into the 
glorious liberty of the children of God. (Romans 

(For Course 5, lesson of March 14, "We Have Been Given the 
Right To Choose"; for Course 9, lessons of March 28 and April 11, 
"A Leader Has Courage To Do Right" and "A Leader Is Loyal"; for 
Course 17, lessons of March 28 and April 4, "Man Is Free" and 
"Eternal Progression" and of general interest.) 

^From The Freeman, July, 1962. 

There are four fundamental institutions that con- 
tribute to our success and happiness: first, the home; 
second, the Church; third, the school; fourth, the 

In the home we give our children their physical 
life, but we should also give them their spiritual en- 
lightenment. Home training should be supplement- 
ed by the Church; and besides that supplementary 
teaching, the Church should instill faith in the hearts 
of the children who come from those homes. That 
is the duty of the Church. That is why we build 
church edifices — the only reason. In blessing those 
children, we give glory to God. That is the only 
way we can honor Him. Oh, I know we can kneel 
down and, in words, praise the Lord, but His work 
and His glory is "to bring to pass the immortality 
and eternal life of man." 

The third factor is the school, the duty of which 
is to instill in children patriotism and loyalty to the 
government and society. I think the real purpose 
of the school is to develop character! Educators say 
it is to teach the three "R's," science, social science, 
etc. That is why schools are maintained; but the 
main purpose (and I wish it were instilled in the 
heart of every teacher throughout this great country) 
is to develop character, loyalty to God, to the gov- 
ernment; loyalty to the home, and loyalty to the in- 



dividual himself. "Character is higher than intellect. 
... A great soul will be strong to live as well as to 
think." (Emerson.) 

Fourth is the government, the duty of which is 
to protect these other three in the fulfillment of their 
mission, not to dictate, but to protect and guide. 
The value or mission of our government is to give 
freedom to these other institutions and to the in- 

On one occasion Jesus said to those Jews who 
believed in Him: 

. . . If ye continue in my word, then are ye my 
disciples indeed; and ye shall know the truth, and 
the truth shall make you free. (John 8:31, 32.) 

You will note that Jesus at that time spoke to 
those who believed in Him; and yet in the following 
paragraph in the Bible, we find someone in the group 
who challenged Him, saying: 

. . . We be Abraham's seed, and were never in 
bondage to any man: how say est thou, Ye shall be 
made free? 

Jesus answered them, Verily, verily, I say unto 
you, Whosoever committeth sin is the servant of sin. 
And the servant abideth not in the house for ever: 
but the Son abideth ever. If the Son therefore shall 
make you free, ye shall be free indeed. (John 8:33- 

In the Doctrine and Covenants, the Lord com- 
ments on this subject in these words — on the same 
theme, pertaining to the Constitution of the United 
States of America: 

And that law of the land which is constitutiorml, 
supporting that principle of freedom in maintaining 
rights and privileges, belongs to all mankind, and is 
justifiable before me. Therefore, I, the Lord, justify 
you, and your brethren of my church, in befriending 
that law which is the constitutional law of the land. 

I, the Lord God, make you free, therefore ye are 
free indeed; and the law also mxiketh you free. Never- 
theless, when the wicked rule the people mourn. 
(Doctrine and Covenants 98:5, 6, 8, 9.) 

Most Precious Possession 

Freedom is the most precious possession of life, 
next to life itself. All human beings crave it, even 
dictators, for themselves. Today there are two con- 
tending forces battling for the souls of men, battling 
for their minds, struggling for their support and ad- 

Here in the United States we have a guarantee 
of liberty, part of which is contained in Article One 
of The Bill of Rights. Note it: 

Congress shall make no law respecting an estab- 
lishment of religion, or prohibiting the free exercise 
thereof; or abridging the freedom of speech, or the 
press; or the right of the people peaceably to as- 
semble, and to petition the government for a redress 
of grievances. 

We should be grateful for our Founding Fathers, 
for Washington and Lincoln, whose anniversaries we 
celebrate this month, and for our boys and other 
great men who have fought and died for our freedom. 
We should feel grateful that we are not hampered 
nor hindered in any way by a government that would 
presume to tell us how to worship, what to worship, 
or how to build. I wonder how many of us kneel 
down and thank the Lord for that freedom vouch- 
safed to us by the Constitution of the United States, 
a step towards the liberty, the freedom mentioned 
by the Saviour when He said, "If ye continue in my 
word ... ye shall know the truth, and the truth 
shall make you free." 

Very seldom do we think of our God- given priv- 
ileges to exercise the freedom which dates back to 
the Constitution, even to the Declaration of Inde- 

Most Wonderful Work 

William E. Gladstone, having read the Constitu- 
tion one hundred years after it had been in force, 

The American Constitution is, so far as I can see, 
the most wonderful work ever struck off at a given 
time by the brain and purpose of men. It has had a 
century of trial, under the pressure of exigencies 
caused by an expansion unexampled in point of ra- 
pidity and range; and its exemption from formal 
change, though not entire, has certainly proved the 
sagacity of the constructors and the stubborn 
strength of the fabric. 

To the average American, says one writer, "there 
are certain principles of government, which, until 
quite recently, were generally accepted without 
question. These include the proposition that the 
people are sovereign, that the government and its 
administrators are servants of the people, and not 
their masters; that the government can exercise no 
powers except those expressly conferred upon it by 
the Constitution, and that the rights of an individual 
are greater than the demands of a thousand who 
would deprive him of any basic right. These words 
should have the deepest meaning for every man, wom- 
an, and child in this land. To all American citizens 
who seek their benefits for themselves, these words 
must be recognized as a solemn obligation from 
which there can be no relief. The government, I 
say, must protect citizens in the pursuit of their law- 
ful industry. It must see that none takes by force 
from them the property that they own, and do 
everything else that is necessary to preserve the wel- 
fare of all its citizens, great and small." 

Are We Grateful? 

Do we feel to thank God for the freedom we 
have here in this country? The government should 



protect the individual and his property. There are 
many people in the world today who are denied 
these privileges. Here in the United States we have 
the promise of life, liberty, and the pursuit of happi- 
ness, and the protection of the government in our 
individual affairs. We should guard these freedoms 
with our hves if necessary. Members of the Church 
should keep in mind what Jesus said to those Jews 
who beheved in Him: "If ye follow me (that is, 
continue in my word) , ye shall know the truth, and 
the truth shall make you free." 

Choose You This Day 

Associated with this is the great principle of 
choice. Joshua addressed the people who were en- 
tering the promised land: ". . . Choose you this 
day whom ye will serve . . . but as for me and my 
house, we will serve the Lord." (Joshua 24:15.) 
That was said approximately 3,500 years ago. 

There is one living thing in the world today that 
was alive at that time — a mighty, magnificent tree 
in Yosemite Park, CaHfomia. It is gnarled and aged 
and bears the marks of a mighty struggle with the 
ravages of time. As Sister McKay and I stood and 
looked at it several years ago, I took my hat off 
reverently. That old thing was a sapling when the 
pyramids were built. It is alive today, and its 
worst enemy is man, from whom it is guarded and 
fenced. Every other living thing — vegetable and 
animal — has crumbled to dust, but the principle 
enunciated by the leader Joshua stands unchanged, 
unmodified, as active and potent in man's life today 
as it was 40 centuries ago — it is the divine privilege, 
the mighty responsibility of making a choice — 

"Choose you this day whom ye will serve!" Asso- 
ciated with that in the Bible is another passage, 

. . . Be strong and of a good courage; be not 
afraid, neither be thou dismayed: for the Lord thy 
God is with thee whithersoever thou goest. (Joshua 

Strength and courage are virtues essential to 
success in all ages. Neither time nor eternity can 
limit or modify their effectiveness. The right to 
make a choice is God-given, just as is free agency. 
Once the choice is made, strength and courage are 
required to keep it. 

The promised land is before us. We, too, must 
choose, as Joshua told the children of Israel; and if 
we would be free and happy in the home, in the 
Church, in school, and in the government, we should 
choose the way of Christ. His is a simple plan, 
glorious and divine; and the base of it is the founda- 
tion we find in the two principles — freedom to think 
and choose, and to act without restraint or dicta- 
tion from government or any group, so long as we 
do not deprive another of that same privilege. 

Jesus said to those of the Twelve, "If ye con- 
tinue in my word ... ye shall know the truth, and 
the truth shall make you free." The Gospel of Jesus 
Christ is the perfect law of freedom. We do not 
wish to supplant any government, but we wish to 
have this Truth in our homes, in our hearts; and it 
should be taught to our children as the best and 
most glorious thing in all the world. I know it is! 
We should ever keep the Gospel of Jesus Christ 
sacred in our hearts. 

Library File Reference: Freedom, 


President David O. McKay 

Associate Editors: 

General Superintendent George R. Hill 

Lorin F. Wheelwright 

Business Manager: 
Richard E. Folland 

Managing Editor: 
Boyd O. Hatch 

Production Editor: 
Burl Shephard 

Manuscript Editor: 
Richard E. Scholle 

Research Editor: 
H. George Bickerstaff 

Art Director: 
Sherman T. Martin 

Circulation Manager: 
Joan Barber 

Instructor Secretary: 
Pat Gehrke 

Consultant : 
A. William Lund 

Instructor Committee: 

Chairman Lorin F. Wheelwright, Richard E. 
Folland, Marie F. Felt, A. William Lund, Ken- 
neth S. Bennion, H. Aldoits Dixon, Leiand H. 
Monson, Alexander Schreiner, Lorna C. Alder, 
Vernon J. LeeMaster, Cloribel W. Aldoua, 
Melba Glade, Henry Eyring, Clarence Tyndall, 
Wallace G. Bennett, Camille W. Halliday, 
Margaret Hopkinson, Mima Rasband, Edith 
M. Nash, Alva H. Parry, Bernard S. Wolfcer, 
Pawl B. Tanner, Lewis J. Wallace. Arthur D. 
Browne, Howard S. Bennion, Herald L. Carl- 
ston, Bertrand F. Harrison. Willis S. Peterson, 
Creldon L. Nelson, Jane Hopkinson, G. Robert 
Ruff, Anthony I. Bentley, Marshall T. Burton, 
Colvin C. Cook, A. Hamer Reiser, Robert M. 
Cundick, Clarence L. Madsen, J. Elliot Cam- 
eron, Bertrand A. Child*. 

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My Adventures in 
Searclilng Parish. Registers 

Whenever practicable, my father did genealogi- 
cal research. Hence, it occurred to me as I was 
nearing the end of a long tour of duty with the 
American Expeditionary Forces in France in the late 
summer of 1919 to ask him what family genealogy 
he would like me to look for should I have a day to 
spend in Kent, England. The name of the parish 
where my grandmother, Esther Birch Bennion, was 
christened July 7, 1833, was sent to me; and I was 
asked to find the birth and marriage records of her 
paternal grandparents, Richard and Sarah Birch. 
The maiden name of Sarah was not known at that 

By mistake, I was given the name of the wrong 
parish, and I went to the wrong place. Following 
the advice of kindly vicars, I visited several parishes 
on foot from 11 a.m. to 9 p.m. Then I walked until 
3 a.m. to get to the coast for embarkation back to 
France. Because of the long war, there was no 
transportation to serve me during those hours in 
that area. 

I failed to get what I went for, but I learned 
never again to undertake an expensive search of 
parish registers without assuring myself that I had 
in advance all the information that could be had to 
pinpoint where to go and what to look for. I would 
seek this information not only from family sources 
but from bishop's transcripts, probate and census 
records, and compilations of marriage licenses, etc. 

In 1937, I spent several days in Canterbury, 
Kent, searching archdeacons' transcripts by day, and 
the city library compilations of marriage licenses 
issued at Canterbury in the evenings. I found the 
record of the license issued to Richard Birch and 
Sarah Hogben. This record named Denton, a par- 
ish ten miles from Canterbury, as the intended place 
of marriage. I caught a bus before daybreak bound 
for Dover, got off at a crossroad, and walked two 
miles to Denton. The parish had no resident vicar. 
The town baker was a churchwarden, and his morn- 
ing baking was just going in the oven. He told his 
wife to get the keys for me and told me the parish 
registers were in a chest on the floor in the robe 
room, beneath the choir robes hanging on the wall. 

(For Course 21, lesson of April 11, "Parish Registers"; and of 
general interest.) 

by Howard S, Bennion 

There I found the record of the marriage of my 
great-great-grandparents, but no subsequent record 
of them or their children nor previous records of 
any possible forebears of the husband or wife. I 
gave the keys and a pound note to the extraordin- 
arily kind baker and hurried to Canterbury in time 
for the opening of the room containing the arch- 
deacons' transcripts. In the time available, I found 
the record of birth of one Sarah Hogben bom 26 
years before the Denton marriage date and one 
Richard Birch, but he had been bom only 13 years 
before that marriage date. I hired a genealogist in 
Canterbury who came up with a list of 11 Sarah 
Hogbens and only one Richard Birch. Any of these 
could well have been the ones who married in Denton 
and became my ancestors. Which of the 11 Sarahs 
was my ancestor? 

In the archdeacons' transcripts for Swingfield 
Parish, three miles from Denton, I found the chris- 
tening records of two children of Richard and Sarah 
Birch, but I knew from family sources there were 
three and that the parents and youngest child had 
died. The transcript record did not show this. I 
went to Swingfield to consult the parish register for 
the missing information. There was no resident 
vicar. The rector of a church in Folkestone came 
every two weeks to preach. He kept the Swingfield 
records in his home. I telephoned for an appoint- 
ment. His manservant said he saw visitors only on 
Tuesday and Friday forenoons, and that he wanted 
a "clear breakfast," which was explained as no ap- 
pointments before 11 a.m. and, further, no appoint- 
ments could be made or extended beyond 11:30 a.m. 
I chose Friday, the nearest of the two dates. Aside 
from my time, my expenses, including travel to and 
from England, amounted to about $50 per day. 

At the appointed hour I was at the rector's home. 
I asked for the birth and burial records, giving names 
and approximate dates. The rector said I must give 
him exact dates. I told him that if I had had those 
dates I would not be there to ask for them. He 
would not look in the register nor let me look. He 
said if I would write out my questions he would have 
his clerk find the dates and write them alongside my 
questions, which answers he would give me on Tues- 



Art by Ted Nagata. 

day next. I said my boat sailed for America on Mon- 
day. As a concession to my urgency he told me to 
return to his home Sunday at noon. I did so and 
got the desired information, but too late to enable 
me to explore further the records pertaining to the 
history of the two orphan boys, one of whom was 
my great-grandfather. 

in fairness I must interject that a majority of the 
vicars I called upon for information in parish reg- 
isters were obliging and helpful. 

From these and similar experiences in tracing 
individuals and families, I learned the great value of 
having access to the information in an entire parish 
register, in contrast with access to but a few ex- 
tracts therefrom. In Kent, England, where persons 
moved about considerably, I learned the importance 
of having access to many parish records in order to 
determine the correct birth dates of a husband and 
wife, to find all the children bom to this husband 
and wife, and the records of their respective mar- 
riages and burials. The high cost in time and money 
of consulting many parish registers taught me quick- 
ly to search bishops' transcripts, as a rule, before 
seeking access to the registers themselves for the 
purpose of verifying information or seeking missing 
information from the transcript. 

The experience cited emphasized the great need 

for much better access to parish records by genealog- 
ical workers of the Church. 

I discussed this matter with the librarian of the 
National Library of Wales at Aberystwyth and 
sought approximate cost estimates in Edinburgh, 
Canterbury, and London. I considered printed or 
typed copies, which had the great advantage, when 
indexed, that the searcher could gather, with far less 
error, as much information in one hour as he could 
get from the original or photographic copies in 25 
or more hours of searching, particularly in records 
prior to 1700. I talked about photographic copies, 
which would be cheaper and more quickly obtain- 
able. Advances in photographic processes were be- 
ing made in America. Public utility companies in 
the early 1930's were starting to microfilm, for econ- 
omy in storage, customer accounts which they were 
required to keep. 

Upon my return to New York, I wrote to the 
Genealogical Society reporting my searches in Great 
Britain and offering some suggestions on making 
copies. A few months later someone was sent by 
the Society to the country and looked into the pos- 
sibilities of copying its genealogical records. 

In 1961 I went to Hawarden, Wales, birthplace 
of my grandfather, John Bennion, hoping to be able 
to microfilm the registers of the 30 parishes of Flint- 
shire, Wales. I got permission to film two of them, 
and by appointment I went with the county archi- 
vist, in whose office the filming was being done, to 
get the register of the parish from whence my grand- 
father's mother came. I picked out five volumes 
and was leaving when the vicar asked me to wait a 
minute. He said he recalled that there was a letter 
from the bishop at St. Asaph about microfilming. 
He came back saying he had bad news and handed 
me a letter that, boiled down, said — "Do not let 
anyone microfilm your records. This applies to the 
National Library at Aberystwyth, the County Rec- 
ord Offices and anyone else. It is the Mormon 
Church that is behind all this, a non- Christian, her- 
etical sect, and they want these records for their 
heathenish practice of baptism for the dead." 

At this vicar's invitation I spent most of a day 
in his parlor searching through the volumes and 
copying out entries. I had done this same thing in 
1937 and for a shorter time in 1956. But extracts 
are a poor substitute for frequent access to a film 
of the whole record. 

This experience made me doubly grateful for 
the genealogical records that have now been filmed 
and are being filmed by the Genealogical Society. 

Library File Reference: Genealogy. 





A sacred scene which took place during the min- 
istry of Jesus Christ more than nineteen centuries 
ago has been interpreted on canvas in the Mormon 
Pavilion at the New York World's Fair. And many 
people are referring to it as "a masterpiece of re- 
ligious art." 

The scene is the Saviour ordaining the original 
12 apostles with power and authority shortly before 
He sent them forth to preach the Gospel to the peo- 
ple. It was painted in a large, 5' x 15' mural by 
Harry Anderson, well-known religious artist and il- 
lustrator from Ridgefield, Connecticut. The work was 
executed on special commission from the Church 
especially for the Mormon Pavilion at the Fair. 

In the painting, the central figure, Christ, is 
shown laying His hands upon the head of Peter, who 
is kneeling. Jesus is conferring upon him the author- 
ity and power of the apostleship. The other 11 apos- 
tles, standing with bowed heads, surround the two 

The painting is breathtaking. It is as if one were 
actually looking upon the dimly-lit room where Jesus 
set apart His apostles. However, the painting is far 
from pictorial. It has texture and mood and often 
leaves the viewer with a humble, aesthetic feeling. 

Some three million visitors to the Mormon Pa- 
vilion filed past the painting during the 1964 season. 

(For Course 3, lesson of April 4, "Jesus Chose Twelve Apostles"; 
for Course 7, lesson of June 6, "The Twelve Apostles Lead the 
Church"; for Course 13, lesson of March 14, "Who Jesus Is"; for 
Course 17, lesson of June 13, "Mission of Jesus Christ"; for Course 
29, lesson of April 18, "Priesthood Authority"; and of general 

Much favorable comment was heard concerning the 
Anderson mural, and it came from people of all re- 
ligious faiths. 

This Ridgefield painter was commissioned to do 
the painting in 1963. It was completed shortly be- 
fore the opening of the Fair in April, 1964. 

'Tt was the largest painting of my career," said 
Mr. Anderson, "It has also been the most challeng- 
ing and now that it is done, I feel very good about 
it. There is no doubt that it is among my best 

Mormon authorities directing the displays for 
the Mormon Pavilion wanted to illustrate two scrip- 
tures from the New Testament, words of Christ to 
His apostles: 

Ye have not chosen me, but I have chosen you, 
and ordained you, that ye should go and bring forth 
fruit, and that your fruit should remain: that what- 
soever ye shall ask of the Father in my name, he 
may give it you. (John 15:16.) 

Then he called his twelve disciples together, and 
gave them power and authority over all devils, and 
to cure diseases. 

And he sent them to preach the kingdom of God, 
and to heal the sick. {Luke 9:1, 2.) 

These words of Jesus contain a vital principle of 
the Gospel: that divine authority was transmitted to 
man. Other scriptures tell us that this authority 
was conferred by the laying on of hands, and that 
it could be given to others by the same method. (See 
Acts 8:14-19; 19:1-7; / Timothy 4:14; // Timothy 



1:6; Doctrine and Covenants 20:41, 58, 68; 35:6; 

Jesus told His disciples "Ye have not chosen me, 
but I have chosen you. . .*' when He spoke to them 
at the Last Supper, when He warned them of things 
that were to come. At the same time He promised 
to send them the Comforter from the Father, say- 
ing, ". . . he shall testify of me." (John 15:26.) 

The actual ordination had come earlier as Christ 
Himself was traveling the countryside preaching, 
healing the sick, and casting out devils, as well as 
bringing back the dead. He called His disciples 
together and gave them the same power and author- 
ity that they might also accomplish miracles. Then 
He sent them forth to preach the kingdom of God 
and to heal the sick. 

And he said unto them, Take nothing for your 
journey, neither staves, nor scrip, neither bread, 
neither money; neither have two coats apiece. 

And whatsoever house ye enter into, there abide, 
and thence depart. 

And whosoever will not receive you, when ye go 
out of that city, shake off the very dust from your 
feet for a testimony against them. (Luke 9:3-5.) 

It was shortly after Christ ordained His apostles 
that He took Peter, James, and John up into a 
mountain to pray; and He was transfigured before 
them. In His glory He spoke with Moses and Elias. 
The voice of God also came from a cloud saying, 
"... This is my beloved Son: hear him." (See Luke 

Missionary guides in the Mormon Pavilion who 
are stationed in front of the mural explain to visitors 
that Christ organized His Church with 12 apostles 
and that He meant this organization to be lasting, 
even down to our own day. 

Probably the most distinctive thing about the 
beautiful mural is the realistic lighting that the 
painter employed. Christ and Peter are in the cen- 

Harry Anderson, the artist who painted this mural of Christ 
ordaining the Twelve Apostles for The Church of Jesus 
Christ of Latter-day Saints, stands in front of finished work. 

ter of illumination which is dim in most of the room, 
as if coming from oil lamps. 

"I tried to imagine how it would be in those 
days," Mr. Anderson said. "I knew the only Hghting 
they had would be from oil lamps, and I kept it as 
simple as I could." 

Mr. Anderson is a Seventh Day Adventist. He 
has painted many illustrations for religious stories 
and books. Before free-lancing, he worked at vari- 
ous times as an illustrator for major magazines, in- 
cluding Cosmopolitan, Good Housekeeping, Satur- 
day Evening Post, Ladies Home Journal, Redbook, 
American, Colliers, and others. 

In addition to his painting, Mr. Anderson is also 
an expert artisan with wood, his chief hobby being 
the creation of artistic furniture in his httle shop 
in Ridgefield where he lives with his wife, Ruth. 
The Andersons have three children, a son and daugh- 
ter in college, and another son is copilot for an air- 

Mr. Anderson attended the University of Illi- 
nois and holds a B.F.A. degree from Syracuse Uni- 
versity, 1931. He was bom in Chicago in 1907. 

With the October closing of the Fair for the win- 
ter, the painting was specially stored while the Mor- 
mon Pavilion is locked. It will go back on public 
display next April when the Mormon Pavilion opens 
for the 1965 season. — Nelson Wadsworth. 

Library File Reference: Jesus Christ— Apc^tles. 
Photos by author. 

I Mary Ann Clyde, a missionary guide in the Mormon Pavil- 
ion at New York World's Fair, explains the mural of Christ 
ordaining the Twelve Apostles to crowd during 1964 season. 







by Clinton F. Larson* 

AS an instrument in God's hands 
jr\in the latter days, Joseph 
Smith was many things to many 
men. Owing to his unfailing wit- 
ness that Jesus is the Christ, he 
became by far the most interesting 
man of his generation. His keys 
and callings were great, and that 
witness enabled him to magnify 
both of them. 

Think of all his callings! First, 
he was a prophet, seer, and revela- 
tor; he was president of The 
Church of Jesus Christ of Latter- 

day Saints; he was a candidate for 
the presidency of the United 
States; he was Lieutenant General 
of the Nauvoo Legion; he was may- 
or and justice of Nauvoo; and he 
was a poet, linguist, orator, athlete, 
and leader of men. He fulfilled 
all these callings during his short 
life of 38 years against the worst 

As a prophet of God, he could 
see deeply into the hearts of men 
as well as into the future. If you 
really want to understand the 


Art by Alvin Gittins. 

(For Course 5, lesson of April 11, "A Special 
Person"; for Course 7, lesson of May 30, "Jo- 
seph Smith, Our First President"; for Course 
11, lesson of April 25, "Joseph Smith"; and 
of general interest.) . 

♦Clinton F. Larson, a professor of English 
at Brigham Young University, is known in 
Church literary circles as a poet, a play- 
wright, and a critic. He received his B.A. 
and M.A. degrees from the University of 
Utah, and has his Ph.D. from Denver Univer- 
sity. He and his wife, Naomi B. Larson, are 
parents of two children. 

To the Nauvoo Saints, he says: (Lines from the play) 

Brothers and Sisters of the Church, I have seen the whirling fire 

Of Elias before me, and I have talked with him, the herald 

Of the keys of the Kingdom, and in a mountain of light 

I have heard the spirit of Elijah singing the great hymns of God, 

Can we hold all we know? Can we keep all we have? 

For it is in this time that the truth is like manna before us, 

Given though we have much, for the largeness of God is through us 

And the heavens are open, so that whenever I can, as now, 

I bless you. What I have seen for you! What I have written 

For the immortality and eternal life of man! The subtle light 

Flows about us, lending us the truth from the surface of a leaf, 

The shimmering water, and the golden sky! And we are as simple 

As the shepherds of Canaan who lived in that glory as a matter 

Of life to be taken abundantly. I have seen Moses on Sinai, 

And I have taken the law again from him, and the priesthood of Aaron 

From John, who baptized the Saviour! Then in the thunder of light 

Came Peter, James, and John with the Priesthood of Melchizedek 

In their fingertips, to give us their authority, so that what 

We bind here is bound in heaven. The eternal heavens 

On the wheel of Kolob shout for joy that this is what 

We have gained and that of this glory now on earth 

There is no end! The assurance rests with us that we are in the world, 

But not of it! The Temple, and the temples we shall build, 

Though I may hover away from you beyond the veil, 

Are our home of heaven before the Saviour comes. 

How can I, even in this darkness, contain my joy for you 

Who gather to Zion from the winds of the earth? 

For though these are the latter days, the Saviour will not come 

In fewer than forty years, so the lives of your generation 

Are as full as the bequest of heaven before us! 

Think of the Book of Mormon, the Book of Commandments, 

The Pearl of Great Price. The bow of God is among us! 

This is the time of harvest and the power of the spiritual rock 

Of Moses in the wilderness! Whatever may happen, 

The certainty of Pentecost is with you, and so in the spirit 

Of that blessing I leave you as the prophet of the eternal God 

In this time, ordained in my joy to this end, now and forever. 

In the name of Jesus Christ. Amen. 



meaning of what it is to be a proph- 
et, think of President David 0. 
McKay. You have seen pictures 6i 
him, and may have seen him per- 
sonally. Look into his eyes, and 
you will know. The gravity and 
meaning of his calling will impress 
themselves upon you, and you will 
know that the Lord is always close 
to him and speaks to him. So it 
was with Joseph Smith, the first 
prophet of this dispensation. 

Owing to the great responsibility 
of Joseph's being a prophet, how 

is it conceivable that the Lord 
would want him to be and to do 
so many other things? During his 
time, some apostates thought his 
many activities to be ridiculous 
and made fun of him or persecuted 

But there was good reason for 
Joseph's having several calHngs. 
When the Lord comes again to the 
earth, His leaders and His people 
must be one. They must present 
themselves in a fully organized 
way for the great missionary effort 

Before the Carthage Jail, he says: (Lines from the play) 

I come to this hour through the meadows of spring; 

No more can be done. 

Some of you will die with me. 

Prepare yourselves, brethren: only our blood 

Will slake their thirst; you see them 

Ready under the wavering restraints of the Governor. 

Prepare yourselves, brethren, though our going 

Will be easier than you imagine. Last night 

I had a dream, and saw again my Kirtland farm. 

It was covered with weeds and brambles. 

And I knew it was lost to me; the windows of the house 

Were empty and wore the countenance of night. 

It was all strange: I entered the barn 

Through broken doors and the floors were gone; 

Behind me, then, the clamor of many men 

Who came into the barn and said 

That nothing was mine, the land nor the barn, 

The harvest nor home, nothing. 

And I wept; I said, "The Church gave it to me," 

And they said nothing was mine. 

"It belongs to me or the Church," I said. 

Their faces turned the color of ash and char, 

And they turned upon me and said, 

"Neither to you nor the Church." 

"Take it," I said, and walked between them. 

Out of the barn. It had been raining 

And I walked about in the mud; 

And I was away from home, even as 1 am 

Now: behind, the knives and the screaming; 

Ahead, the imperative Christ of my mission. 

Home is not yet, though we are in Zion; 

Prophecy has made us, but what must follow? 

Around me, my brethren; though we die, 

We do not; to serve the Lord and His will 

Is like the gift of the nativity, though from that moment 

He strode to the cross and the centuries of redemption. 

Fix the time; the Greys in their hate lift us to Zion. 

My conscience is the covenant of my being 

Before God and before all men. 

of the millennium. The Lord will 
rule as He should. That means 
that everything men do must have 
a proper connection with the 
Lord's will; and, as we know, the 
opportunities for progression under 
His direction will be as many as 
they are magnificent. 

So it was the Prophet's calUng 
to be a prototype; that is, his call- 
ing was in behalf of the Lord, as 
it became for succeeding prophets. 
Joseph Smith illustrated how so- 
ciety would be governed if the 
Lord were always present. The 
Spirit of the Lord can inspire and 
inform His General Authorities; it 
can guide those holding political 
offices; it can direct the defense of 
His children; it can help men to 
judge as well as did Solomon; it 
can inspire great feeling and think- 
ing; and it can aid and lead men 
in every righteous activity. 

So you can see how, although 
Joseph was a great prophet and a 
great man, he might have been so 
complex that uninspired and un- 
righteous people might not have 
understood him. 

One of the greatest burdens that 
Joseph had to bear was the knowl- 
edge that some of his brethren in 
the Church did not fully under- 
stand him as a prophet. They 
wanted him to go to Carthage, al- 
though he prophesied that he 
would be martyred there! He was 
so disappointed that he said, "If 
my brethren do not value my life, 
then neither do I," for he could 
not but impress them that he was 
saying the truth. 

In one of his plays. The Proph- 
et,^ the author of this article has 
tried to capture a sense of Joseph's 
prophetic greatness in the face of 
adversity. Two quotations are giv- 
en. The first has to do with Jo- 
seph's saying goodbye to the 
Saints in Nauvoo; the second de- 
scribes his feeling at Carthage Jail. 

^Poetry drama. The Prophet, 9 scenes, 2 
hours running time. The story of Joseph 
Smith from April to June, 1844, including his 
martyrdom. Play available from the author. 
Library File Reference: Smith, Joseph. 



Parents can shape the destiny of 
tomorrow's world. . . . It is the 
biggest job of all time for . . . 




by Charles F. Kettering* 

"It's a lovely day tomorrow," I heard a youngster 
hum as I passed him this morning while he was wait- 
ing for a school bus. I thought: If tomorrow is a love- 
ly day, it will be because you and millions like you 
make it so. You have the biggest job of all time on 
your hands — the job of rebuilding America and of 
putting new and stronger foundations under our way 
of life. 

Lincoln Steffens [an American writer who worked 
for social reforms] used to tell young people that 
nothing in life has been done the way it should be; 
that the world was full of all sorts of things to do 
over — and do right. That statement will be even 
truer in the world of tomorrow. 

We oldsters know that we have only scratched 
the surface of knowledge, of accomplishment. To- 
morrow's inventions will make our present ones look 
as elementary as a safety pin. But if our children 
are going to improve on our performance, they must 
get off to a better start than we did and head into 
the future with less fear, fumbling, and blind-alley- 
ing. The world makes way for a youth who knows 
where he is going. 

Vision, Imagination, and Courage 

The best way we can help our young folks — we 
who are turning over to them so much unfinished 
business — is to make sure that they have every 
chance to develop the three qualities they will need 
most as creative pioneers. These are vision, imagi- 

(For Course 27, lessons of April 11 and 18, "Shem, Ham, and 
Japheth"; and of general interest to Course 25.) 

*Charles F. Kettering, head of General Motor's research laboratories, 
has probably done as much as any living man to further the American 
tradition of invention. Bom on a farm near Londonville, Ohio, in 
1876, he showed his remarkable ability while still in school by install- 
ing, with no previous experience, a town telephone exchange. He 
describes himself as "a monkey-wrench scientist," but behind the 
monkey wrench there is great imagination and a complete refusal 
to be discouraged by the theoretical impossibility of any given goal. 
iReprinted from the February, 1944, Reader's Digest. Copyright 
in 1944 by The Reader's Digest Association, Inc. Condensed from 
School and Society. Used by permission. 

nation, and courage. Through vision they will see 
things as they really are. Through imagination they 
will dream greatly of things that may be. Through 
courage they will act boldly to make their dreams 
come true. 

To see clearly, children must first learn to think 
for themselves. Unless they start learning that in 
the home, they will never really learn it. Yet many 
parents insist on handing down prejudices, conclu- 
sions, and rules of conduct as antiquated as the fam- 
ily furniture. Stuffing a child with mental heirlooms 
is no way to make him think for himself, or think 
at all. 

Youngsters naturally have exploring minds. Par- 
ents must keep them exploring; every incident of 
the day should be an expedition into the familiar 
unknown. Children should be encouraged to probe 
for cause and effect of everything that happens 
around them. A roller skate casts a wheel. A cake 
"falls" in the oven. A bicycle breaks down. What 
made these things occur? How can one keep them 
from happening again? Boys and girls who through 
quest and question find out these answers for them- 
selves are acquiring a habit worth more than all the 
roller skates, cakes, and bicycles that can be bought. 

Encourage Creative Activity 

What is more, children must be permitted to do 
creative things in their own way rather than ours. 

The course of human events has been affected by people who 
made good use of their spare time. Children must be taught 
in the home to use some energy in preparation for the future. 

Art by Dale Kilboum. 



As I get nearer 70, I realize that there is always an- 
other perfectly good way to do almost anything. A 
dog scratches himself with his hind legs; a pig does 
it by rubbing against a post — but they are both good 
scratchers. If your child insists that he can make 
better mud pies with hot water than with cold, for 
heaven's sake let him boil some water and find out. 

Our youngsters are already habituated, as we are, 
to pushing buttons and throwing switches in order 
to obtain light, heat, water, and other necessities of 
life. But let us make sure they do not take too 
much for granted. When they look out on the earth, 
sea, and sky, these bright elements seem wonderful 
to them. So we must remind them how little we 
have actually brought the world under our control. 
Floods cause destruction, great winds blow, the sun 
shines too much or too little — and straightway mil- 
lions of human beings are in hunger, go homeless, die. 

As we turn a child's attention to the things un- 
done or badly done, the riddles of waste and want 
yet to be solved, the discoveries yet to be made, 
the symphonies yet to be written, we must make 
him feel that in the world of tomorrow there will be 
plenty of opportunity for him to do these things 
which are just as important. But it must be empha- 
sized that the right to exercise his highest faculties 
in changing the world must be won by a thorough 
and driving preparation. 

Promote the Discipline of Struggle 

Men who came up "the hard way" usually try to 
make things as easy as possible for their children, 
thus denying them the discipline of struggle and self- 
establishment that worked so well in their own cases. 
Such parents remind me of the kindhearted amateur 
who raised butterflies as a hobby. He was so touched 
by the difficulties they had in emerging from the co- 
coon that once, out of mistaken kindness, he split a 
cocoon with his thumbnail so that the tiny inmate 
could escape without a struggle. That butterfly was 
never able to use its wings. 

Every time a youngster has to face a first-class 
difficulty and masters it, his wings become that much 
stronger. Every time he makes a choice and acts 
on it, boldly and decisively, he is girding himself 
anew with confidence and courage. 

There are two kinds of courage. One is a spon- 
tanous explosion of aroused instincts to meet some 
sudden emergency; the other is steadfast and endur- 
ing against repeated failures and rebuffs. It is what 
boxers call "the fighting heart," the will to come 
bouncing back every time one is knocked down. All 
pioneers need that kind of courage, and our young- 
sters will need plenty of it when they plunge into 
the world of tomorrow. 

We are prone to toss at our children the finished 
products of man's achievements — the radio, tele- 
phone, a lifesaving medicine — without telling them 
about the painful processes by which these miracles 
came into being. We seldom take the trouble to 
explain that every great improvement in aviation, 
communication, engineering, or public health has 
come after repeated failures. We should emphasize 
that virtually nothing comes out right the first time. 
Failures, repeated failures, are finger posts on the 
road to achievement. The only time you do not 
fail is the last time you try something, and it works. 
One fails forward toward success. 

Even after you have succeeded, the worst stretch 
often begins. Westinghouse perfected his air brake 
before he was 30, but had to fight desperately, far 
into middle age, before he saw it recognized as one 
of the most important inventions of his time. No 
one can say how many discoveries have been lost be- 
cause the discoverers were not tough enough to stick 
to their guns and make the world believe. 

Young folks must realize that when a pioneer, 
through toil, thought, and sweat, finds out how to 
make better airplanes or houses or surgical instru- 
ments, his troubles really begin. They will then be 
stouter of heart and firmer of purpose when they run 
into their own inevitable setbacks. 

The Only Real Wealth— Time 

One final practical truth we must point out to 
our youngsters. All American boys and girls start 
off with the one real wealth there is — time on their 
hands. Nature demands eight hours for rest and 
nourishment; school or jobs demand another eight, 
but the third eight hours belong to us to use as we 
will. Too much spare time is spent in . . . [watch- 
ing television], "cutting a rug," or at the movies. 

The course of human events has been profoundly 
affected by men and women who made good use of 
their spare time. Anton van Leeuwenhoek, an un- 
educated Dutchman, cleaned the Delft City Hall for 
a living, but in his leisure time he taught himself to 
grind the little lenses that revealed the important 
world of the microbes, probably the greatest dis- 
covery in the history of medicine. The Wright broth- 
ers made a meager living mending bicycles, but they 
poured their spare time into a winged dream called 
an "airplane." Unless children are taught to devote 
some of their energies to preparation for the future 
and put their spare time to work along practical 
lines, they will never be among tomorrow's real 

Library File Reference: Youth. 



"And the Lord turned, and looked upon Peter, i 
And Peter remembered the word of the Lord, how he had 
said unto him. Before the cock crow, thou shalt 
deny me thrice." —Luke 22:61. 




by Leslie E. Dunkin* 

Doubts are natural at times for everybody of 
all ages. Jesus, the Divine Teacher, found doubts 
at various times among His Twelve Apostles and 
more frequently among other people in Palestine. 
Even He Himself found it wise to withdraw from 
the multitudes and from His Twelve to be alone 
with God, so to speak. He did this in order to 
recharge His spiritual battery and receive illumina- 
tion. Doubts are not as important as what is done 
about them. 

Steps can be taken that will lead from troubling 
doubts to confident belief and faith. The ten fol- 
lowing questions will start us thinking seriously, and 
they will assist us in going forward to confident 
belief and faith if our answer is "Yes!" Doubts can 
become quite serious for us if we are not serious 
in facing them. 

1. Are we really sincere? 

It is easy to try to hide behind the slim excuse 
of personal doubts rather than face our real situa- 
tion honestly. Sincerity is shown by our willingness 
to meet searching questions which will direct us 
toward confident belief and faith, rather than merely 
away from immediate, disturbing doubts. 

2. Have we read the Bible? 

Bible reading and study are 
of the best remedies for doubts, 
not enough unless we are willing 
find there. God's covenants and 
His children contain two parts— 
and what He will do. Do we 
merely what pleases us? Do we 
interpretation and application 
there? The 23rd Psalm assures 

recognized as one 
But this alone is 

to follow what we 

commandments to 
-what we must do 
read in the Bible 

insist on our own 
of what we read 

us that we "shall 

♦Leslie E. Dunkin has been a full-time, free-lance writer ever 
since he graduated from Franklin College of Indiana with an A.B. 
degree. He has also attended Kokomo (Indiana) Business College. 
Although he has completed three years of Christian seminary train- 
ing and was ordained a Baptist minister, he is how not a member 
of any church. He and his wife, Nell, are parents of four children 
and grandparents of nine. This is an original article written for 
The Instructor. 

not want," but in this the Lord must be our shep- 

3. Have we used what we can understand? 

A father told his son he would take him home 
even though it was dark outside. The two had only 
a lantern to light the pathway. The son had every 
reason to doubt his father's wisdom, for he could 
not see all the way home. However, the wise father 
suggested, "Let us go as far as we can see!" They 
naturally found as they progressed that the light 
kept ahead of them, clearly showing the way. They 
had first to go as far as they could see. 

4. Have we asked for forgiveness? 

The suggestion of personal doubt often is a 
"cover-up" for sins in the past that have not been 
removed completely. A sincere request for forgive- 
ness may be the means of opening a door to confi- 
dent belief and faith. 

5. Have we granted forgivenesses to another? 
Cherished bitterness or ill will toward anybody 

can easily act as a deadly poison for an entire life- 
time. Jesus, while hanging on the cross, had every 
reason to be affected with doubt. But He looked up 
to God and said, "Father, forgive them; for they 
know not what they do." (Luke 23:34.) 

6. Have we been faithful? 

Regular attendance at church meetings, in and 
of itself, will do little good, but as it draws us and 
our thoughts closer to God we can become recharged 
with belief and trust. Neglect of service to the 
Church prepares our lives for doubt. Where trust 
is, doubt disappears. We have not yet lived in to- 
morrow; but if our trust is firmly placed in God, we 
will have no doubts about tomorrow. Let us place 
our hand firmly in God^s, and our doubts will vanish. 

7. Have we sought God's way? 

Prayer is recommended as a means of removing 
doubts, but this is true only when we recognize what 
prayer really is. The first attempt at prayer may 
be an effort to persuade God to do what we want 
done. When we attempt this, we soon find our 
desires are not always accomplished. Then doubts 
arise ominously. Prayer is the means of tuning our 
lives into the wavelength of God, to find His way 
for us and the world about us. "Have Thine own 
way, Lord!" is one of the most effective antidotes 
for serious doubts, if we are ready to listen and 
then follow that way. 






Pe^er Disowning Jesus. 

Painting by Carl Block. 

8. Have we analyzed immediate situations? 
Present difficulties which we have, if overcome, 

may be a seasoning preparation to help us overcome 
even greater difficulties in the future. The poet 
expressed it well when he wrote: 

Each morning comes 

The way you take it; 
The day becomes 

The kind you make it. 

Let us accept each situation as a beneficial chal- 
lenge rather then as a cause for serious doubts. 

9. Have we helped someone less fortunate? 

No matter how great our doubts, we need not 
look far before finding somebody else who has more 
reason than we have to have serious doubts. Might 
it not be that our situation has arisen to prepare us 

better to help these others out of their doubts and 
into confident belief and faith? At any rate, effort 
on our part to help somebody less fortunate will 
strengthen our faith for our own situation, which 
means the banishment of threatening doubts. 

10. Have we expressed continued thanks? 

Let us count our blessings, and our doubting 
minds will be surprised at how fortunate we really 
are. Let us express our gratitude to God and to 
those about us who have been responsible for the 
blessings we now enjoy. If we are sincere and per- 
sistent in this, we will find ourselves thanking God 
in advance for His help in removing present doubts. 
Saying "Thank thee, God," seems to give us strength 
to help banish doubts that arise. 

(For Course 13, lessons of April 11-25, "Faith"; and of general 
interest. ) 
Library File Reference : Faith. 






by Melvin J, Petersen* 

A deaf-mute boy was once asked to define eter- 
nity. His striking and beautiful answer was, "It is 
the lifetime of the Almighty.'" The. Lifetime of the 
Almighty is a fine expression of things eternal. As 
Latter-day Saints, we consider our prime objective 
as some day becoming like our Eternal Father. Fred- 
rick William Farrar, the English scholar and author, 
said, "No man can pass into eternity, for he is already 
in it." This statement finds significant meaning in 
our lives as active Latter-day Saints and in our eter- 
nal quest. Many people manifest intense interest in 
seeking to understand life and the part they should 
play in it. Although understanding is not always 
apparent, hopes are endlessly expressed in God and 
His eternal nature. 

What Is Meant by Eternal Progression? 

The term eternal progression has been used by 
Latter-day Saints to express certain concepts regard- 
ing man and his eternal destiny. Eternal progres- 
sion may be defined as the progress and develop- 
ment of man as he exercises agency in subjection to 
eternal laws through the various stages of his exist- 
ence and as he seeks to fulfill his great destiny to 
become Hke his Eternal Father. It implies constant- 
ly moving ahead in some dimension. 

The term eternal progression is not a scriptural 
term, although it is used to convey scriptural con- 
cepts. Since man's greatest challenge at this stage 
of his existence is to become Godlike, our primary 
concern will be to determine how we can become 
like Him. 

Challenges of Hope 

By far the most startling concept Joseph Smith 
ever gave to the Saints and to the world was the 
declaration, "God himself was once as we are now, 
and is an exalted man, and sits enthroned in yonder 

(For Course 17, lesson of April 4, "Eternal Progression"; and of 
general interest.) ,. . . ^ 

♦Melvin J. Petersen is a professor of religious instruction at 
Brigham Young University. He received his B.S., M.S., and Ed.D. 
degrees from that Church institution. He is second counselor in the 
BYU Fifth Stake presidency. He was director of the LDS Institute 
of Religion at Arizona State College and an instructor at Institutes 
affiliated with the University of California at Los Angeles and Santa 
Monica City College. His wife is the former Jeneal Moody. They 
are parents of six children. 

iTJie New Dictionary of Thoughts, Standard Book Company, 1961, 
page 181. 

heavens!"' To be told that God has not been God 
from all eternity caused many to leave the Prophet 
and walk with him no more. After 120 years, much 
sober thought has been given to the Prophet's re- 
marks. What was an insurmountable challenge to 
some has become one of the greatest sources of hope 
for others. The Prophet pointed out that the great 
God of our spirits was at one time a mortal being 
as we are, and that he "worked out His kingdom 
with fear and trembling."^ 

When Jesus said, "Be ye therefore perfect, even 
as your Father which is in heaven is perfect" (Mat- 
thew 5:48), He was not speaking symbohcally. As 
we observe our progress in mortality and notice the 
slow rate we travel, often slipping back only to try 
again, doubts may arise as to whether we shall ever 
be successful in reaching the stage of "perfection." 
We see men and women who have filled fruitful 
years in mortality still subject to weaknesses of the 
flesh at the time of death. If the tools and knowl- 
edge were available to determine how long it would 
take for mortals to become like God, based upon 
the rate of mortal progress, the figures would be in- 
conceivably large and our hopes would change to 

Eternal Progression, a Partnership 

". . . Lord, how is it done?" (Enosil.) Like 
Enos of old, a positive inquiry is much more reward- 
ing than a negative doubt. The beginning point is to 
recognize that God, who is perfect, is telling us that 
we, too, can become perfect. From our position, 
infinite concepts are incomprehensible, thus requir- 
ing us to have faith in God and the promise He has 
made. Should we rule out of our lives all that we 
do not understand, we would have little to enjoy. 

Another point to consider is that God wants us 
to be successful and therefore has extended to us 
His help. "For behold, I, God, have suffered these 
things for all, that they might not suffer if they 
would repent." (Doctrine and Covenants 19:16.) 
"Ask, and it shall be given you; seek, and ye shall 
find; knock, and it shall be opened unto you." 
(Matthew 7:7.) A quick examination of all the aids 
God has provided for us, such as scriptures, inspired 
leadership, priesthood, and Church organizations, 
should be quite convincing that He wants us to suc- 
ceed. It is well to remember that we are our Fath- 
er's investment, and He will do all in His power to 
preserve us. 

Our past has had a certain amount of success, 

{Concluded on page 57.) 

-Teachings oj the Prophet Joseph Smith, compiled by Joseph 
Fielding Smith; Deseret News Press, Salt Lake City, Utah, 1958; 
page 345. 

^Teachings of the Prophet Joseph Smith, page 347. 




Joseph Smith 

This story is one of broth- 
erly love, a love almost 
superhuman and divine. 
Hyrum and Joseph Smith, 
two little boys in a small, 
humble home, not only 
loved each other dearly; but 
they also loved their other 
brothers and sisters, as well 
as their parents, as God in- 
tended His children to do. 
Hyrum was outstanding 
and remarkable for his ten- 
derness and sympathy. 
Everyone who had the pleas- 
ure of knowing him noticed 
this wonderful characteristic. 
When Joseph as a little 
boy was taken seriously ill, it was his brother Hyrum, 
he wanted with him. His mother became ill under 
the strain and was ordered to rest. Hyrum took her 
place by the side of the suffering, little brother. He 
held Joseph's affected leg in his arms night and day 
for over a week. When Joseph was better, Hyrum 
helped him in his play and work and taught him 
when it was study time. 

Problems which always arise in youth were free- 
ly discussed by these two brothers. They learned 
early in life to trust each other. Their love grew 
with the years which brought many hardships and 
trying experiences. 

When, as a young man, Joseph was chosen by 
the Lord to restore the Gospel and lead the Latter- 
day Saints, his elder brother and his father were the 
first ones to hear the message. The older brother, 
so unlike the brothers of Joseph of the Old Testa- 
ment, accepted the message and was glad. 

In May, 1829, the Prophet Joseph received a 
revelation through the Urim and Thummim direct- 
ing Hyrum as to his life's work. (Doctrine and Cov- 
enants 11.) Following this, the biographer says: 
"There was no doubt left in Hyrum's mind as to 
the truth of God's work. He pondered over and over 
the things the Lord had told him. . . ."^ Later he 
experienced the great joy of being one of the Eight 
Witnesses who saw the plates of the Book of Mor- 

"To Hyrum it was a never-to-be forgotten occa- 
sion; before the eight witnesses stood Joseph, his 
brother, so young; and yet it was with the power 

Hyrum Smith 

and authority of a seer that 
he spoke. As Hyrum lis- 
tened, a spirit of peace and 
joy came over him; and it 
seemed that he was experi- 
encing a foretaste of heav- 



Hyrum stood by Joseph 
when practically everyone 
else doubted him. Hyrum 
encouraged Joseph and ad- 
vised and helped him with 
great problems, as he had 
done in childhood days. Jo- 
seph always appreciated this 
help and held valuable all 
counsel from Hyrum. In Au- 
gust, 1842, he wrote: 
"... Brother Hyrum, what a faithful heart you 
have got! Oh may the Eternal Jehovah crown eter- 
nal blessings upon your head, as a reward for the care 
you have had for my soul! how many are the 
sorrows we have shared together; and again we find 
ourselves shackled by the unrelenting hand of op- 
pression. Hyrum, thy name shall be written in the 
book of the law of the Lord, for those who come 
after thee to look upon, that they may pattern 
after thy works. "^ 

Hyrum was not only accepted by the Prophet, 
but by God Himself. Many times in revelations God 
expressed His love and thankfulness for the work of 
Hyrum, one of God's truest, chosen spirits. The 
following revelation was given to Joseph Smith: 

"And from this time forth I appoint unto him 
[Hyrum] that he may be a prophet, and a seer, and 
a revelator unto my church, as well as my servant 
Joseph. . . . That my servant Hyrum may besar 
record of the things which I shall show unto him, 
that his name may be had in honorable remembrance 
from generation to generation, forever and ever." 
(Doctrine and Covenants 124:94, 96.) 

These two brothers fought together for the right. 
They stood side by side in trials beyond our under- 
standing; and even when death was inevitable, the 
love which bound them together in life held fast and 
carried them together into the Kingdom of God. 

— Edith Smith Patrick. 

(For Course 5, lesson of April 11, "A Special Person"; for Course 
9, lesson of April 11, "A Leader Is Loyal"; and for general use of 
Courses 11 and 29.) 

iPearson H. Corbett, Hyrum Smith, Patriarch; Deseret Book Com- 
pany, Salt Lake City, Utah, 1963; page 49. 

^Pearson H. Corbett, Hyrum Smith, Patriarch, page 53. 

^Joseph Smith, History of The Church of Jesus Christ of Latter- 
day Saints, Volume 5; Deseret News, Salt Lake City, Utah, 1909; 
pages 107, 108. 

*Sister Edith Smith Patrick, wife of William T. Patrick, is the 
daughter of President Joseph F. Smith and a granddaughter of Hyrum 
Smith. In addition to being a housewife and a Church worker, she 
is the mother of four and the grandmother of 18. She has recently 
been released from 20 years of service on the General Board of the 
Primary Association. 
Library File Reference: Smith, Hyrum. 



What is raeant by 
''The Holy Spirit"? 

by Elder Bruce R. McConkie 
of the First Council of Seventy 

One of the most difficult of all problems of scrip- 
tural interpretation is to determine, in each instance, 
what is meant by the designations, Holy Spirit, the 
Spirit of the Lord, Holy Ghost, and related terms. 

Scriptures using these various terms have refer- 
ence to one of the following: 

1. The Holy Ghost — a personage of Spirit, a 
member of the Godhead; or 

2. The gift of the Holy Ghost— the right, be- 
stowed at the time of baptism, to receive personal 
revelation from and enjoy the companionship of the 
Holy Ghost; or 

3. The Light of Christ — the spirit which fills the 
immensity of space and is everywhere present, the 
light which "enlighteneth" every man bom into the 
world, (See Doctrine and Covenants 84:45-47) "the 
influence of God's intelligence . . . the substance of 
his power . . . the spirit of intelligence that per- 
meates the universe," as President Joseph F. Smith 
has said.^ 

In some passages the term Holy Ghost means the 
Spirit entity who is one of three persons in the God- 
head; in others, the inference is to the gift and not 
the personage. 

Both the expressions Holy Spirit and Spirit of 
the Lord can refer to the Holy Ghost or to the light 
of Christ, depending on what is intended and meant 
in the particular passage. 

As a personage of Spirit, a being in form like 
man, the Holy Ghost is one with the Father and the 

(For Course 13, lesson of May 23, "The Holy Ghost"; for Course 
17, lesson of April 25, "Man's Part in Revelation"; for Course 29, 
lessons of April 4 and 11. "Mission of the Holy Ghost" and "Person- 
ality of the Holy Ghost"; and of general interest.) 

^Gospel Doctrine, sermons and writings of President Joseph F. 
Smith, twelfth edition; Deseret Book Company, Salt Lake City, Utah, 
1961; page 61. 

"Teachings of the Prophet Joseph Smith, compiled by Joseph 
Fielding Smith; Deseret News Press, Salt Lake City, Utah, 1938; 
page 328. 

Son — one in plan and purpose, one in character, per- 
fection, and attributes. Joseph Smith said: "The 
Holy Ghost is a reyelator." Also: "No man can re- 
ceive the Holy Ghost without receiving revelations."^ 

As a revelator, the Holy Ghost has the respon- 
sibility to bear witness of the Father and the Son. 
He is to reveal the truth and divinity of the Lord's 
work to all men whether they are members of the 
Church or not. Thus Moroni made the promise to 
all men — those in the Church and those in the world 
— that if they would read the Book of Mormon and 
ask the Father in the name of Christ whether it was 
true, they would learn by the power of the Holy 
Ghost that it was. (See Moroni 10:4.) 

When people learn by the power of the Holy 
Ghost that the Lord has revealed His Gospel anew, 
they are obligated, at the peril of losing their inheri- 
tance in the Celestial Kingdom, to join the Church 
by baptism and receive the gift of the Holy Ghost by 
the laying on of hands. 

"There is a difference between the Holy Ghost 
and the gift of the Holy Ghost," the Prophet said. 
"Cornelius received the Holy Ghost before he was 
baptized, which was the convincing power of God 
unto him of the truth of the Gospel; but he could not 
receive the gift of the Holy Ghost until after he was 

This gift is bestowed only by the laying on of 
hands. A legal administrator, who actually repre- 
sents Deity, promises the newly baptized person that 
he, on certain terms and conditions, can gain the 
constant companionship of the Spirit. This gift is 
reserved for the Saints. 

The Holy Ghost may give a flash of revelation to 
anyone who sincerely seeks truth, a flash comparable 

'iTeachings of the Prophet Joseph Smith, page 199. 



to lightning breaking into the darkness of a night 
storm. But the constant companionship of the 
Spirit, comparable to walking in the full blaze of the 
noonday sun, is reserved for those who join the 
Church and keep the commandments. 

Those who enjoy the gift of the Holy Ghost are 
in the process of sanctifying their lives. The Holy 
Ghost is a sanctifier; when men receive the baptism 
of fire, evil and iniquity is burned out of their souls 
as though by fire. 

In distinguishing between the Holy Ghost and 
Light of Christ, President Joseph F. Smith says: 
"The Holy Ghost as a personage of Spirit can no 
more be omnipresent in person than can the Father 
or the Son; but by his intelHgence, his knowledge, his 
power and influence, over and through the laws of 
nature, he is and can be omnipresent throughout all 
the works of God. It is not the Holy Ghost who 

in person lighteth every man who is bom into the 
world, but it is the light of Christ, the Spirit of 
Truth, which proceeds from the source of intelli- 
gence, which permeates all nature, which lighteth 
every man and fills the immensity of space."* 

Speaking from the perspective of eternity, eter- 
nal life is the greatest of all the gifts of God. But 
narrowing the perspective to this life only, the gift 
of the Holy Ghost is the greatest gift a mortal can 

And this gift all members of the Church are en- 
titled to have, such endowment coming because of 
the covenant made in the waters of baptism. There 
can be no greater achievement than to live so as to 
enjoy the guidance and gift of the Holy Ghost. 

^Gospel Doctrine, page 61. 
Library File Reference: Holy Ghost. 

WHAT IS ETERNAL PROGRESSION? (Concluded from page 54.) 

or we would not have come here. We have been in 
search of eternal progression for a long time, and 
we are stiU eligible to reach our destination if we will 
obey the commandments. We do not remember our 
preexistent Ufe, but our Father has revealed that 
He provided us with a spirit body and that through 
our faithfulness we qualified for earth life. If, with 
our Father's help, we were successful in preexistent 
life, should we not exercise faith in our combined 
ability to be successful again? 

Successful progression requires teamwork. Amu- 
lek made the statement that God cannot save peo- 
ple in their sins. (See Alma 11:37.) A cooperative 
enterprise is required between God and man. King 
Benjamin summarized what man should do when he 
said, "And behold, all that he requires of you is to 
keep his commandments. . . ." (Mosiah 2:22.) This 
is not an impossible task. Many have been success- 
ful in meeting this requirement and will realize God's 
promises to them. 

God's ways are not our ways. A caterpillar is 
very limited in the distance it can travel. However, 
upon changing into a butterfly, earlier limitations 
of movement have been greatly removed. Becoming 
a butterfly is entering into a new dimension. 

In one vision, Moses learned more about the 
earth than man knows today with his combined 

knowledge of the past and present. (See Moses 1: 
27.) Parley P. Pratt adds, "There is a progression in 
light and truth in the world to come, as well as in 
this world. The Saint begins to receive light and 
truth in this world, by the spirit of truth, when he 
first receives it (the spirit) through the ordinances. 
He continues to progress in light and truth to the 
end of his life, if faithful; and, then, if he is not 
guided into all truth, the spirit of God opens truth 
after truth to his understanding, till afterwards he 
finds himself in possession of 'all truth,' or in other 
words, a 'fulness of truth.' He is then perfect as his 
Father in heaven is perfect, and pure as He is pure, 
being glorified in Him, . . ."* 

Does Progression End? 

For those successful in becoming as our Father, 
new horizons will open up, the full nature of which 
we do not understand. Those falling short of this 
objective will still find horizons of conquest ahead 
in different dimensions. The success we develop in 
this life in keeping our Father's commandments will 
determine our goals and the pathway we will take 
in attaining those goals in the eternities to come. 

^Writings of Parley Parker Pratt, edited and published by his 
grandson, Parker Pratt Robison; Deseret News Press, Salt Lake City, 
Utah, 1952; page 305. 

Library File Reference; Eternal proKreasion. 



Suggested Lesson for Stake Conference Sunday, Second Quarter, 1965 

*'Let Goodness, Trutli, and 
Beauty Abound in Out Lives 

by Melha Glade 


To THE Teacher: On the second quarter, 1965, stake 
conference Sunday, this article should be used as a uniform 
lesson for Senior Sunday Schools. Teachers may adapt the 
material and give varying emphases as they see fit in order 
to meet the needs of their classes. 

Objective: To acknowledge in our lives that 
God is the author of beauty as He is of goodness 
and truth. To grow in knowledge and understand- 
ing of the meaning and importance of the scriptures 
in our lives, in our feelings, and in our general well- 

The Bible is a masterpiece of literature. It is 
unsurpassed for its record of human life, its vitality 
of thought, and its enduring wisdom. Today it is 
by far the most beloved book in all the world. 

Whether we seek reassurance from its pages in 
thoughtful solitude or whether we read the scriptures 
aloud, sharing the beauty and meaning of passages 
with others, we experience an earnestness and under- 
lying warmth of feeling which are distinctive. The 
whole substance of the book is imbued with a direct- 
ness and inspiration which are unique. Indeed we 
believe that God was the inspiration of these mes- 
sages and that they really are the work of the Lord. 
We believe that therein are found the religious con- 
cepts for our lives today. 

We read about men of action like those in Old 
Testament times who carried with them a sense of 
their responsibility and close relationship to God. 
Our fortitude and faith are strengthened; our own 
lives become better as we grow in understanding of 
the prophets who undertook impossible tasks be- 
cause they were strong in the strength of the Lord. 
When they were discouraged, confused, or defeated, 
they sought God's guidance and help, and obtained 

Great characters and dramatic action make the 
stories of the Bible memorable; but it is the reiter- 
ated emphasis upon man's relationship to God that 
makes them significant. 

Thus religion has a very real part in our experi- 
ence of the beautiful. Beauty gives us insight into 
reality — insight into our religious hopes — that God 
is **Our Father ... in heaven," that religion is the 
basis of love and goodwill; that the universe is under- 
girded by a purpose destined to fulfill the highest 

and best we know. All this we are helped to believe 
and live by, because God made a world of nature and 
humankind where so much infinite beauty is found. 

// / take the wings of the morning, 
And dwell in the uttermost parts of the sea; 
Even there shall thy hand lead me, 
And thy right hand shall hold me. 

{Psalm 139:9, 10.) 

He that dwelleth in the secret place of the most High 
Shall abide under the shadow of the Almighty. 
I will say of the Lord, He is my refuge and my 

My God; in him will I trust. (Psalm 91:1, 2.) 

Note the matchless simplicity, clarity, and rhyth- 
mic flow of words. You will see at once that the 
expression is concrete rather than abstract and that 
it is rich in nouns and verbs, words which carry the 
meaning with clarity. The Hebrew writers used 
repetition of words, phrases, and even of ideas to 
give strength and emphasis to their writing. 

For, lo, the winter is past, the rain is over and 
gone; the flowers appear on the earth; the time of 
the singing of birds is come, and the voice of the 
turtle is heard in our land. (Song of Solomon 2:11, 

And now abideth faith, hope, charity, these three; 
but the greatest of these is charity. (I Corinthians 

How impressive the solemn dignity of the passage 
from Exodus where the Lord gives Moses the formal 
commission to lead the people out of bondage: 

And I have also heard the groaning of the chil- 
dren of Israel, whom the Egyptians keep in bondage; 
and I have remembered my covenant. 

Wherefore say unto the children of Israel, I am 
the Lord, and I will bring you out from under the 
burdens of the Egyptians, and I will rid you out of 
their bondage, and I will redeem you with a stretched 
out arm, and with great judgments: 

And I will take you to me for a people, and I 
will be to you a God: and ye shall know that I am 
the Lord your God, which bringeth you out from 
under the burdens of the Egyptians. 

And I will bring you in unto the land, concerning 
the which I did swear to give it to Abraham, to 
Isaac, and to Jacob; and I will give it you for an 
heritage: I am the Lord. (Exodus 6:5-8.) 



Now hear the ringing tones in the words from Job : 

Then the Lord answered Job out of the whirl- 
wind, and said, 

Who is this that darkeneth counsel by words 
without knowledge? 

Gird up now thy loins like a man; for I will de- 
mand of thee, and answer thou me. 

Where wast thou when I laid the foundations of 
the earth? declare, if thou hast understanding. . . . 

When the morning stars sang together, and all 
the sons of God shouted for joy? (Job 38:1-4, 7.) 

Fortunate indeed is the person who has grown up 
hearing the Bible read aloud in the home. As we 
grasp the meaning of passages and become sensitive 
to the exquisite cadence of word and phrase as well 
as the powerful, majestic rhythms, we gradually 
form the basis for a deep and abiding appreciation of 
the beauty of the language of the Bible. 

Hast thou not known? hast thou not heard, that 
the everlasting God, the Lord, the Creator of the 
ends of the earth, fainteth not, neither is weary? 
there is no searching of his understanding. 

He giveth power to the faint; and to them that 
have no might he increaseth strength. 

Even the youths shall faint and be weary, and 
the young men shall utterly fall: 

But they that wait upon the Lord shall renew 
their strength; they shall mount up with wings as 
eagles; they shall run, and not be weary; and they 
shall walk, and not faint. (Isaiah 40:28-31.) 

Biblical phrases that have come to mean so much 
to us are a part of our daily speech. We say that a 
man earns his living by "the sweat of his brow." 
He is "the salt of the earth" or a "thorn in the flesh." 
Rare is the person who has not sometime felt the 
inner compulsion to "heap coals of fire on his head." 
A passage quoted frequently is the following: 

Though I speak with the tongues of men and of 
angels, and have not charity, I am become as sound- 
ing brass, or a tinkling cymbal. 

And though I have the gift of prophecy, and 
understand all mysteries, and all knowledge; and 
though I have all faith, so that I could remove moun- 
tains, and have not charity, I am nothing. 

And though I bestow all my goods to feed the 
poor, and though I give my body to be burned, and 
have not charity, it profiteth me nothing. 

Charity suffereth long, and is kind; charity en- 
vieth not; charity vaunteth not itself, is not puffed 

Doth not behave itself unseemly, seeketh not her 
own, is not easily provoked, thinketh no evil; 

Rejoiceth not in iniquity, but rejoiceth in the 
truth. (I Corinthians 13:1-6.) 

What a rich heritage is ours! Both the Old and 
the New Testaments are replete with incomparable 
stories: the story of Joseph who was sold into Egypt 
(Genesis 37-50) ; that of David and Saul (// Samuel, 
I Kings 1-2) ; the story of Ruth and Naomi with the 
unforgettable words: 

. . . Intreat me not to leave thee, or to return 
from following after thee: for whither thou goest, I 
will go; and where thou lodgest, I will lodge: thy 
people shall be my people, and thy God my God. 
(Ruth 1:16.) 

The stories have been called "epic gems in the 
setting of sober history."^ Proverbs and parables em- 
body universal truths in brief, striking form. The 
proverb is a highly condensed bit of wisdom. 

A soft answer turneth away wrath; but grievous 
words stir up anger. (Proverbs 15:1.) 

He that is slow to anger is better than the mighty; 
and he that ruleth his spirit than he that taketh a 
city. (Proverbs 16:32.) 

He that diligently seeketh good procureth favour: 
but he that seeketh mischief, it shall come unto him. 
(Proverbs 11:27.) 

Jesus used two forms of teaching: the sermon 
and the parable. The best known of His sermons 
is the Sermon on The Mount which is thought by 
many to be a summary of His teachings, both ethical 
and religious. (See Matthew 5, 6, 7.) 

The parable was used by Jesus as a more inti- 
mate form of teaching. This method was used in 
the Old Testament times by Jewish priests and 
rabbis and was familiar to Jesus, who used it with 
incomparable power and skill. In Greek, the word 
parable means to throw across, a meaning which 
suggests the persuasive force of these brief narratives. 
Read "The Lost Sheep," "The Lost Coin," and 
"The Prodigal Son" from Luke 15; "The Talents'^ 
and "The Wise and Foolish Virgins" from Matthew 
25; "The Good Samaritan" from Luke 10; "The Ten 
Lepers" from Luke 17; "The Woman of Samaria" 
from John 4; and "The Rich Young Man" from 
Matthew 19. 

Is it not true that our own lives daily find 
strength in the lives and words of others? The mean- 
ing of life and its purpose continue to be revealed 
to us, and our destiny as a people was foretold by 
prophets of the Lord. Hence the scriptures have 
come to have special meaning for us. 

The Lord is my shepherd; 

I shall not want. 

He maketh me to lie down in green pastures: 

He leadeth me beside the still waters. 

He restoreth my soul: 

He leadeth me in the paths of righteousness for 

his name's sake. 
Yea, though I walk through the valley of the 

shadow of death, 
I will fear no evil: 
For thou art with me; 
Thy rod and thy staff they comfort me. . . . 

(Psalm 23.) 
(Concluded on page 61.) 

iRichard G. MouUon an<3 others, The Bible As Uterahi,r«f 
Thomas y. Crowqll, New York, N.V.. 1896- 



Art by Dale Kilbourn. 

How Can I 

Learn Most from 

My Parents ? 

hy Reed H. Bradford 

Many years ago, the late sociologist Dr. Ells- 
worth Faris, formerly associated with the University 
of Chicago, was assigned as a young man to be a 
missionary in Africa for his church. As he lived 
among several African tribes, he made an observa- 
tion which brought him great surprise. He found 
that none of the tribes he visited spanked their chil- 
dren. This observation caused him to think deeply 
about spanking as a method of disciplining children. 
Subsequently, at the University of Chicago he asked 
several students, all of whom had been spanked by 
their parents, how they felt about this. He got many 
different answers. Some felt their spankings were 
perfectly justified, others had resented them deeply. 

However, to one question which he asked these 
students, he got an almost unanimous answer. He 
asked them how they felt toward their parents im- 
mediately after they had been spanked. Nearly all 
of them replied that they had felt some feeling of 
resentment, although in many cases it did not last 
very long.^ 

(For Course 5, lesson of May 9, "Our Mothers Are Kind and 
Merciful"; for Course 7, lesson of May 9, "Mother's Day Lesson"; 
for Course 25, lessons of April and May; and of general interest.) 

^Ellsworth Faris, Discipline without Punishment, University of 
Utah Press, 1952. 

How a person who possesses the authority to 
preside over us exercises that authority has a great 
effect upon our behavior. Our parents have the right 
and responsibihty, as parents, for exercising author- 
ity toward us as children. If they exercise it prop- 
erly, they will do the following: 

1. They will try, as copartners with our Heaven- 
ly Father, to teach us ways of behaving that He 
wants taught. In the Doctrine and Covenants, He 
has indicated some of the major things that He 
wants parents to teach. (See Doctrine and Cove- 
nants 68:25-27.) These include such things as faith 
in the Lord Jesus Christ, repentance, baptism, the 
gift of the Holy Ghost, and prayer. Generally, He 
has instructed that we should learn to "walk up- 
rightly" before the Lord. 

2. They will respect each one of us children, 
remembering that we differ in our intellectual ca- 
pacities, in physical characteristics, in age, and in 
many other ways. But they will do everything pos- 
sible to help us develop whatever gifts we possess. 

3. Another of their ultimate objectives in regard 
to us as their children will be to help us experience 
satisfactions and joys which are lasting. They will 
portray to us, for example, the kind of marriage we 
should achieve. They will stimulate us to acquire 
the kind of knowledge that is important. They will 
help us to acquire wisdom. As a result, we will honor 
the priesthood; we will love others as ourselves; we 
will understand the relationships of our Heavenly 
Father, the Saviour, and the Holy Ghost in our lives. 

But sometimes individuals exercise authority in 
a way which causes us to resent them, as Dr. Faris 
points out. Sometimes this resentment shuts off 
the learning process. Some children, because they 
resent their parents, fail to learn the great ideas 
presented to them by their parents. The following 
ideas are presented to help all of us, as children, 
learn the most from our parents: 

1. We should remember that, in most cases, our 
parents do love us in the sense that they want to 
help us achieve desirable goals. Our realizing this 
can help us have a tolerant and a forgiving attitude 
toward some of their behavior. Parents are human 
beings, too. They are faced with many perplexing 
problems and situations. On occasions, they have 
great mental and other tensions in their lives. Let 
us understand this and in so doing, not expect abso- 
lute perfection in their everyday performance. 



Second in a Series to Support the New Home Evening Program 

2. Our parents are much older than we are. They 
have been through many experiences which we have 
not. From these experiences, they have acquired a 
considerable amount of wisdom. They also have 
considerably more knowledge than we have. This 
additional knowledge permits them to understand 
things we do not understand. 

3. We should not have to learn everything the 
hard way. From the experience of our parents, we 
should be able to learn valuable lessons that will 
help us to avoid sorrow and regret. This is not to 
imply that our parents have necessarily made mis- 
takes, but they have learned from the mistakes of 
others, and they can pass on these valuable lessons 
to us. 

4. Our parents have acquired skill in living. We 
ourselves, however, will someday, in most cases, be 
parents. We should permit our parents to prepare 
us for the roles of mate and parent. 

Recently, a lovely mother told of her experience 
in trying to help her daughter become a good home- 
maker. She tried, for example, to help her learn 
how to cook, sew, and care for children. She knew 
these skills would be useful to her daughter when 
the girl married. Finally, her daughter did get mar- 
ried. Then, faced with the reality of marriage, she 
with enthusiasm asked her mother to help her learn 
these skills. 

Someone has said that we might compare the 
family to a play. The parents have already seen 
the first act. But the children, in a sense, come in 
at the second act. If the children will listen to 

their parents, they can learn a great deal about the 
first act. 

5. Being the kind of child described above does 
demand a considerable amount of maturity. George 
Bernard Shaw is reported to have said, "Youth is a 
wonderful thing. What a crime to waste it on chil- 
dren!" This philosophy need not be true. If we 
make a personal commitment as children to do the 
kinds of things outlined above, in addition to the 
satisfactions we will thus experience, there is another 
— we will find an expanding area of understanding 
and communication between us and them. 

As we grow older, we, ourselves, can directly 
understand many of the things they have already 
understood. Thus, our relationship changes. From 
the beginning it should have been one of equal-to- 
equal in the sense that we are both children and 
parents — children of our Heavenly Father, and thus 
brothers and sisters. 

In another sense, however, when we are very 
young we have a relationship of inferiority to superi- 
ority. That is, our experience, our knowledge, and 
our wisdom is not as great as that of our parents. 
With the passing of the years, however, this relation- 
ship gradually develops into one of equal-to-equal 
in many ways. Through the years we become bound 
together by intimate, extensive, and permanent 
bonds. We geiin a final appreciation of our faith 
which says that we are sealed together for time and 
all eternity. 

Library File Reference: Family life. 


God is our refuge and strength, a very present help 

in trouble. 
Therefore will not we fear, though the earth be 

And though the mountains be carried into the midst 

of the sea; 
Though the waters thereof roar and be troubled. 
Though the mountains shake with the swelling 

thereof. ... 
The Lord of hosts is with us; 
The God of Jacob is our refuge. . . . (Psalm 46:1-3, 

Latter-day Saint homes have the rich blessings of 
the scriptures to give guidance and solace as members 
gather for the family evening at home. The Stand- 
ard Works have an important place in the hearts 
and thoughts of young and old as passages are read 
aloud with each person responding to the sacred- 

ness of these records. All join reverently in the 
familiar words of the Lord's prayer: 

Our Father which art in heaven, 

Hallowed be thy name. 

Thy kingdom come. 

Thy will be done 

In earth, as it is in heaven. 

Give us this day our daily bread. 

And forgive us our debts. 

As we forgive our debtors. 

And lead us not into temptation, 

But deliver us from evil: 

For thine is the kingdom, 

And the power. 

And the glory. 

Forever. Amen. 

(Matthew 6:9-13.) 

Library File Reference; Bible. 




by General Superintendent George R. Hill 

Every boy looks forward to the time when he 
may become a Boy Scout. The Boy Scouts have 
a program which intrigues him. They have a code 
which every Scout tries to Hve up to — the Boy Scout 

"On my honor I will do my best: 

To do my duty to God and my country and 

to obey the Scout Law; 
To help other people at all times; 
To keep myself physically strong, mentally 

awake, and morally straight." 

A Scout looks upon this code as a set of training 
rules by which he may achieve success. He does not 
need to be told that tobacco, liquor, and other drugs 
have no place in his training program. Those things 
simply do not square with keeping physically strong 
and mentally awake. He regards them as substances 
which would enslave him. 

Desire as he may to keep physically and mental- 
ly fit, he is subject to a vast amount of pressure in 
America today to entice him from his coveted ob- 
jective. Marihuana, that vicious brain destroyer, 
and narcotics are covertly peddled by ghoulish fiends 
to thrill-seeking, uninformed youth. Little does he 
dream that there is "murder in every marihuana." 

In divers ways it is suggested that parties and 
other social functions are passe without a friendly 

Cigarette manufacturers vie with each other in 
furnishing free cigarettes for college smokers. They 
employ ingenious ways of kindling "the desire" 
through full-page, highly-colored advertisements in 
leading magazines, and through the finest of radio 
programs in which matinee idols perform. What 
chance has credulous youth against such sales pres- 

(For Course 5, lesson of May 2, "Those Who Are Humble and 
Teachable"; for Course 9, lesson of April 11, "A Leader Is Loyal"; 
and of general interest.) 

Youth is not told, "If you form the smoking habit 
you are binding yourself with loathsome chains, so 
strong that not one man in 20 ever breaks them." 

No boy would, by choice, become a drunkard. 
Nor would he choose to be a marihuana fiend. Know- 
ingly, he would not become a slave to the habit- 
forming drug, nicotine. 

In a survey, high school boys were given a ques- 
tionnaire to be filled out and returned, unsigned, 
asking whether or not they were smokers, and if so, 
when they began. The majority of "smokers" had 
smoked before 10 years of age, and several had 
smoked as early as 6. 

A father, sitting in an easy chair before the fire, 
was relaxing with his evening paper and a cigarette. 
"Dad," called his little son, "will you light this for 
me?" He held up the butt of a half -smoked cigarette. 

The horrified father took the cigarette, threw it 
into the fire, and answered, "No, of course not," 

"Daddy," the boy persisted, "when may I 

The puzzled father paused before he spoke. 
Throwing his own cigarette into the fire, he an- 
swered, "The next time you see me smoke, son." 
That father had a battle royal for the next few 
months, but he finally won. 

H. E. Luccock tells the story of a father in Buf- 
falo who "left home one morning after a heavy snow- 
fall to go to work. His feet sank into the snow on 
the sidewalk, making great big tracks. He was 
about to turn into a saloon, for what he called a 
'bracer,' when he heard his 5-year-old boy calling 
to him. 'I'm coming after you, Daddy; I've got my 
feet in your tracks.' And, sure enough, he was com- 
ing along, putting his little feet in his father's big 
tracks. The man did not stop at the comer saloon 
that morning. He did not want his boy to follow 
his tracks there," 

Boys leam by imitating their elders and their 
hero daddies most of all. 

It was Community Chest Week in a large city, 
and Boy Scouts were marching on parade. Near the 
end of the line came a banner that set scores of men 
thinking. It read: "We are the fellows who are 
going to marry your daughters." 

Men, what can you do to help these boys be- 
come the kind of men you would have your daugh- 
ters marry? How can you help safeguard them from 
habits which perhaps you yourselves have struggled 
for years to master, and possibly in vain? Mothers, 
what can you do to help son and daughter attain 
the physical, mental, and moral fitness which is their 

Library Pile Reference: Word of Wisdom. 



Bringing Home the Newborn Calf 

R Donald Isbell 


Let us go into the past a hundred years and travel to France. In France we 
come to a humble farm house. Here at the gate of the house, near an orchard, we 
watch. We see working people — poor folk, truly living "by the sweat of their 
brow." They are a family whose country existence passes in constant struggle for 
the necessities of life — a hard life. Peasants, they are called. 

Small children are seated outside the door of the house. The men of the 
family have almost arrived. They are bringing a newborn calf with its mother 
following. They have come from the direction of a stream of sunlight breaking 
through the trees at the far end of the orchard. The day has just begun. The 
mother of the family has gone out through the gate to meet her husband and oldest 
son. She is excited. She sees the calf with gladness. The calf will soon be a needed, 
material benefit. But now ... it is just a new baby, of a sort. The mother's heart 
goes out to her cow. 

Possibly because they did not have a horse, or even a cart, the men have made 
a crude litter out of wood and covered it with straw. Now, by means of the litter, 
they have carried home this calf born in the fields during the night. The morning is 
a trifle chilly. The little animal might have perished had not the men reached him 
in time. Now the men appear stooped from the strain of their effort. They seem 
too tired to talk. 

The mother cow walks alongside the litter, washing her calf instincdvely and 
affectionately with her large tongue. She seems untroubled that her human over- 
seers carry her young. That she walks beside them seems to indicate maternal af- 
fection rather than distrust. She and the calf apparently constitute a family in the 
animal kingdom. 

Our eyes go to the calf again. His unoffending, meek appearance and his eyes 
of fresh awakening reveal plainly his newness in this mortal world and especially 
his supplicating dependancy on all that surrounds him. To us he is a source of 
curiosity, delight, and contentment; and he promises to be so even more. As we 
watch him, we feel happy that he has been born. 


The scene is a reproduction from a painting called Peasants Bringing Home a 
Calf Born in the Fields. The work was done in 1864^ by the French painter Jean- 
Francois Millet. In this painting, as in most of Millet's works, he used "dark, muddy 
colors."^ His application here of grays and shadows all but creates a dismal outlook, 
suggesting to the viewer that much of a peasant's life is drab. But there is sunlight 
also, indicating bright moments and peace in that life. 

It is worth our while to glance at the life and genius of Millet. 
"Millet devoted himself to the poor peasant ... the humble worker over- 
whelmed with toil."^ 

(Goncluded on opposite hack of picture.) 



Reproduced for Th« \n*irvtiat 

by WKeelwnght Lithographing Co. 

-;i.'f^.'* ,. 

!&*'** if"'' 


'- i\,r, ■ 

From a painting 
by Jean Francois Mifief 


1 -i n - f 

.*8 ' . 


%:. I 


4 •';,. 

Bringing Home tlie Newborn Calf 

THE PICTURE (Concluded) 

"[This artist] alone, a peasant and a miserable one himself, saw true, neither 
softening nor exaggerating what he saw."^ 

"People who work with their hands have not often been well treated by 

painters. At times they are ridiculed; frequently they are pictured in forced gayety 

away from their work. To Millet must go the credit of painting the laborer with 

the feeling that best fits the subject: dignity. ... He pictured them . . . without 
sentimentality or false idealism."^ 

"The dresses worn by his figures are not clothes, but drapery through which 
the forms and movements of the body are strongly felt, and their contour shows 
a grand breadth of line which strikes the eye at once. Something of the imposing 
unity of his work was also . . . due to an extraordinary power of memory, which 
enabled Millet to paint without a model; he could recall with precision the small- 
est details of attitudes or gestures. . . . Thus he could count on presenting free from 
after thoughts the vivid impressions which he had first received, and Millet's nature 
was such that the impressions which he received were always of a serious and . . . 
noble order. . . ."^ 

"[The] peasants were his own people. In his youth he had plowed the land by 
their side. . . . [In 1814] he was bom on the land, and spent his boyhood working 
in his father's jfields,'"^ ". . . The sight of the engravings in an old, illustrated Bible 
set him drawing, and thenceforth, whilst the others slept, the daily hour of rest was 
spent by Millet in trying to render the familiar scenes around him."^ 

By the time he was an adult, he had acquired the artist's skills and a wife. 
His first wife died in 1844, but the woman who became his second wife bore 
poverty with dignity and gave courage to her husband. Millet moved to the village 
of Barbizon in 1848 and became a leader among the landscape and nature painters 
living there. There he painted the scenes from rural life for which he is famous. 
His paintings were then considered revolutionary. Not only Millet, but all the other 
painters of the Barbizon School, were ridiculed and ignored by the popular crowds. 
Millet declared: "They think they will make me retreat and convert me to the art 
of the salons. Ah no! I was born a countryman and a countryman I will die. I 
will paint what I feel."^ 

By 1860 he was financially secure, and when he died in 1875 there were already 
signs that his work would be recognized. After his death, his paintings became 

1 Encyclopaedia Britannica, Volume XVI, 1895 (ninth) edition; The Werner Company, Chicago, III.; page 321. 

2 The World Book Encyclopedia, Volume 12; copyright 1960, U.S.A., by Field Enterprises Educational Corpora- 
tion; page 470. 

3 Joseph Ptjoan, An Outline History of Art, Volume III; 1928 edition, Harper & Brothers, New York and 
London; page 511. 

4 Encyclopaedia Britannica; page 321. 

5 Rockwell Kent, World-Famous Paintings; Wise & Co., Inc., New York, copyright 1939 by Wm. H. Wise & 
Co.; plate 48. 

6 Encyclopaedia Britannica; page 321. 

7 Rockwell Kent, World'Famous Paintings; plate 48. 

8 Encyclopaedia Britannica; page 321. 

9 Rockwell Kent, World-Famous Paintings; plate 48. 

(For Course 1, lesson of May 9, "I See Living Things"; for Course la, lesson of March 28, "Animals Have 
Families"; and of general interest.) 

LIBRARY FILE REFERENCE: Animals — domesticated. 

esus and Mis 
Iwtlvt Rppstb 

A Flannelboard Story by Marie F. Felt 

It was a lovely day as John the Baptist stood 
on the banks of the River Jordan, preaching. As he 
did so, he saw Jesus coming toward him. When the 
Saviour was close enough, He told John that He 
wanted "to be baptized of him." But John knew that 
Jesus had done no wrong. For this reason he won- 
dered why Jesus needed or wanted to be baptized. 
Jesus knew that everyone must be baptized, so John 
did as Jesus asked him to do. [End of Scene I.] 

Shortly thereafter two men were near enough 
to John to hear what he was saying. They were 
men who loved John and believed what he said. 
When they heard John say, "Behold the Lamb of 
God!" they knew who Jesus was and they followed 
Him. (John 1:36.) 

When Jesus saw them following, He asked what 
they wanted. They asked Him where He lived; and 
He said, "Come and see." So they did. They spent 
the remainder of that day with Jesus, talking with 
Him and asking Him questions. [End of Scene IL] 

One of these two men was Andrew, Simon Peter's 
brother. He was so thrilled that he hurried to his 
brother, Simon, and said, "We have found the Mes- 
sias, which is, being interpreted, the Christ. And he 
brought him to Jesus. . . ." (John 1:41, 42.) 

One day, soon after, Jesus was walking by the 
Sea of Galilee There He saw "two brethren, Simon 
called Peter, and Andrew his brother, casting a net 
into the sea: for they were fishers. And he saith 
unto them. Follow me, and I will make you fishers 
of men. And they straightway left their nets, and 
followed him." (Matthew 4:18-20.) 

Going along a little farther, He saw two others. 
They were James, the son of Zebedee, and John, 
his brother. They were in a ship with Zebedee, 
their father, mending their nets. Jesus spoke to 
them as He had done to Peter and Andrew, and they 
immediately left the ship and their father and fol- 

(For Course 3, lesson of April 4, "Jesus Chose Twelve Apostles", 
and of general interest.) 


lowed Him. (Matthew 4:21, 22.) [End of Scene III.] 
On another day Jesus went forth into Galilee 
and found a man named Philip; and to him He said, 
"Follow me." Philip came from the same city of 
Bethsaida as did Andrew and Peter. (John 1:43.) 

Philip was so thrilled that he hurried to tell his 
friend, Nathanael, saying, ". . . We have found him, 
of whom Moses in the law, and the prophets, did 
write, Jesus of Nazareth. . . ." (John 1:45.) 

When Nathanael heard that Jesus had come 
from Nazareth, he was surprised. He said, ". . . Can 
there any good thing come out of Nazareth? Philip 
saith unto him. Come and see." (John 1:46.) As 
soon as Nathanael met Jesus he, too, knew that 
Jesus was the Messiah. 

There were others whom Jesus chose to help 
Him. They were Matthew, a tax collector; Barthol- 
omew; Thomas; James, the son of Alphaeus; Simon 
called Zelotes; and Judas, the brother of James; 
and Judas Iscariot, who later betrayed Him. [End 
of Scene IV.] 

Then he called his twelve disciples together, and 
gave them power and authority over all devils, and 
to cure diseases. 

And he sent them to preach the kingdom of God, 
and to heal the sick. 

And they departed, and went through the towns, 
preaching the gospel, and healing everywhere. 

And the apostles, when they were returned, told 
him all that they had done. And he took them, and 
went aside privately into a desert place belonging 
to the city called Bethsaida. (Luke 9:1, 2, 6, 10.) 
[End of Scene V.] 

And the people, when they knew it, followed him: 
arid he received them, and spake unto them of the 
kingdom of God, and healed them that had need of 
healing. (Luke 9:11.) 

As the day drew to a close, the apostles spoke 
to Jesus about sending the people home so that they 

(Concluded on following page.) 


JESUS AND HIS TWELVE APOSTLES (Concluded from preceding page.) 

could get something to eat. Instead of doing this, 
however, Jesus told them to feed the crowd. 

The apostles were astonished. They told Jesus 
that the only food in the entire crowd was five loaves 
and two fishes, and they did not have enough money 
to buy food for this many people. There were 
about five thousand there. 

But Jesus knew what to do. He had the people 
seated in groups of fifty each. Then he took the 
five loaves and two fishes and blessed them. "And 
they did eat, and were all filled: and there was taken 
up fragments that remained to them twelve baskets." 
(Luke 9:17.) 

After the people had gone, Jesus was alone with 
His disciples, also called His apostles, and He asked 
them, "... Whom say the people that I am?'* After 
telling Jesus that some of the people thought He 
was John the Baptist and others thought He was 
one of the old prophets risen again, Jesus asked, 
"... But whom say ye that I am?" And Peter, 
answering, said, ". . . Thou are the Christ, the Son of 
theliving God.'' (Matthew 16:16.) 

And this is what the apostles knew. They felt 
honored that He had chosen them to be His apostles. 
They were grateful for the privilege of serving Him 
and our Heavenly Father in this way. [End of Scene 

Library File Reference: Jesus Christ — Apostles. 

Order of 
Flannelboard Scenes 

How To Present the Flannelboard Story: 

Characters and Props Needed for This Presentation: 

John the Baptist preaching. (NT68.) 

Jesus in standing positiorl. (NT69.) 

Two friends of John the Baptist. One of them is Andrew, 
brother of Simon P^ter. (NT70.) 

Simon Peter and Andrew in standing position, holding fish- 
ermen's nets. (NT71.) 

James, John, and Zebedee mending their nets. (NT70 and 

Philip. (NT73.) 

Nathanael. (NT74.) 

The twelve apostles as they receive instructions from Jesus. 
(NT70, 71, 73, 75.) 

Order of Episodes: 

Scene I: 

Scenery: On the banks of the River Jordan. 

Action: Jesus (NT69) and John (NT68) are seen on 

the banks of the river as Jesus requests to be 

Scene II: 

Scenery: An outdoor scene. 

Action: Jesus (NT69) seen talking with two friends 

of John the Baptist. (NT70.) 
Scene III: 

Scenery: The shores of the Sea of Galilee. 

Action: Peter and Andrew (NT71) are seen in the act 

of casting their nets. James, John (NT70), and 

Zebedee (NT72) are seen mending their nets. Jesus 

calls Peter, Andrew, James, and John to follow 

Scene IV: 

Scenery: Same as Scene III. 

Action: Jesus (NT69) meets Philip (NT73) and asks 

him to follow. Philip accepts, then rushes out to 

tell his friend, Nathanael (NT74), bringing him 

back to meet Jesus. 
Scene V: 

Scenery: An outdoor scene. 

Action: The twelve (NT70, 71, 73, 75) are receiving 

instructions from Jesus. (NT69.) 
Scene VI: 

Scenery: An outdoor scene. 

Action: Jesus and His apostles talk. They answer His 

question: "Whom do ye say that I am?" 



Junior Sunday School 

- -..-_ r 






ri> : 

■ '.:fy^ ' 

by Msr^arei Wise Emw« 

Pictures by Cfement Hut6 

■ H«rp«t f^ Rew, Pybfisi^ft^v 


Books Are Part of tlie Lesson 

The Gospel of Jesus Christ embraces all truth 
wherever it is found. For children in Course One, 
experiences with lovely books are part of the spiri- 
tual lesson planned for them each Sunday morning. 

The love of children, the love of books, and a 
quality of understanding which sees children as 
they are and sees books not only for their own 
beauty and worth, but also in relation to the needs 
and feelings of children, will make a rich contribu- 
tion to their spiritual experiences. 

Young children may be taught to be aware of 
Heavenly Father and His love, just as they are 
taught to be conscious of sights, sounds, and feel- 
ings in the world about them. 

They become aware of Heavenly Father's love as 
they experience love and care in their families. And 
as they run in the sunshine or imitate flying birds, 
they learn the meaning of His love. Young children 
want story books to reflect their everyday world 
because, familiar as the world is to us, to them it 
is something to wonder about. 

Children love color. They like large pictures in 
large books. The artistic merit in books for young 
children is important, but more important is the 
use of books and pictures that are within the level 
of the children's understanding. 

Following is a list of appropriate books for chil- 
dren in Course One: 

Goodnight Moon by Margaret Wise Brown, il- 
lustrated by Clement Hurd; Harper, 1947. Little 
children will like the simple pictures of familiar 
things and the gentle repetition. 

A Child's Good Night Book by Margaret Wise 
Brown; William R. Scott PubHshing Company, 1950. 
Here is a publication which shows several groups of 
animals at bedtime. At the end the children, too, 
"say their prayers, get under the covers, and go to 

Baby Farm Animals by Garth Williams; Golden 
Press. Full colored pictures show young animals in 
this brief, gay text. 

All Falling Down by Gene Zion, illustrations by 
Margaret B. Graham; Harper, 1951. This feature 
with exquisite pictures and a cadenced text conveys 
warmth and security in a child's world. 

Everybody Eats by Mary McBumey Green, il- 
lustrations by Edward Glannon; William R. Scott 
Publishing Company, 1961. This work has bright 
pictures about animals and their food. 

The Story of the Little White Teddy Bear Who 
Didn't Want To Go to Bed by Dorothy Sherill; 
Holt, Reinhart and Winston, 1961. Here is a won- 
derful 3-year-old story of a most human bear who 
goes adventuring but regrets it. 

Play with Me by Marie Hall Ets; Viking Press, 
1955. This is a picture-book story of a little girl 
who wants someone to play with her. 

The Little Family by Lois Lenski; Doubleday 
and Company, 1932. This is a tiny book of homey 
family doings and pictures. It is outstanding as a 
child's bedtime story. 

— Addie L. Swapp. 

Library Pile Reference: Books and reading. 




Home Evening and 
Sunday School 

The present recognition of the 
influence of the home on the child 
and the use of a recommended uni- 
form course of study for home eve- 
ning do not lessen the responsi- 
bility of the Sunday School. 
Workers in this auxiliary should 
continue to teach the Gospel to 
members, help strengthen their 
testimonies, and try to bring their 
daily conduct near to that of the 
Saviour's. Rather than being les- 
sened, this charge is increased. The 
effective teacher has several ways 
of cooperating with the home in 
teaching pupils. 

The Sunday School teacher will 
find it profitable to be familiar 
with the lesson assigned for home 
evening. He can then be alert to 
ways in which home evening les- 
sons may affect his own prepara- 
tion. Sometimes he can reinforce 
the objective of home evening les- 
sons, and he can know when to 
repeat and when to avoid repeating 
incidents and illustrations. 

He can refer to the home 
evening lessons in his class discus- 
sions. If he is teaching an adult 
class, he can show how the home 
evening will benefit the children 
of class members. If he is teach- 
ing a class of children, he can 
mention lessons, which have been 
or are about to be given at home. 

Above all, he can be enthusiastic 
about home evening and make his 
enthusiasm contagious, A teacher 

can appreciate more quickly than 
most people how valuable the home 
is in developing character, and 
how necessary the tie is between 
home and Sunday School. This 
knowledge alone should engender 
immediate warmth for home eve- 
ning activities. However, the 
teacher should remember that 
some Saints may be slow to use the 
uniform lesson in their home eve- 
ning programs, or to recognize 
home evening at all; and no child 
should be belittled or given a sense 
of guilt because his parents are in 
this category. 

The effective teacher will con- 
tinue to use every available means 
of developing the child's character. 
It is obvious that the better the 
child is known, the better he can 
be helped. The teacher who is ac- 
quainted with the child's parents 
knows the child better than one 
who is not. The teacher who lets 
parents know what the child is 
studying in Sunday School helps 
parents in guiding the develop- 
ment of the child's character and 
in increasing his knowledge of the 

Superintendents are requested 
to urge their teachers to make fre- 
quent contacts with parents of 
children attending Sunday School, 
and to encourage the practice of 
holding family evening activities. 

— Superintendent 

David Lawrence McKay. 

Library Fii« Reference: Correlation program. 

CHOSEN ME. . . ." 

(Our Cover) 

"Ye have not chosen me, 
but I have chosen you, and 
ordained you. . . ." 

— John 15:16. 

This scriptural quotation 
presents an essential principle 
of the Gospel of Jesus Christ. 
The Fifth Article of Faith 
emphasizes this organization- 
al cornerstone: 

"We believe that a man 
must be called of God, by 
prophecy, and by the laying 
on of hands, by those who are 
in authority to preach the 
Gospel and administer in the 
ordinances thereof." 

Thus the beautiful mural in 
the Mormon Pavilion at the 
New York World's Fair, a 
portion of which is repro- 
duced on our magazine cover 
this month, dramatically il- 
lustrates a belief of vital im- 
portance to every member of 
The Church of Jesus Christ 
of Latter-day Saints. 

The original painting, the 
work of Harry Anderson, 
shows the Twelve Apostles in 
the meridian of time as they 
were being ordained to their 
high positions by Jesus Christ. 
— Kenneth S. Bennion. 

(For Course 3, lesson of April 4, 
"Jesus Chose Twelve Apostles.") 
Library File Reference: Jesus Christ — 



Answers To Your Questions 

The Need for Column 17 

Q. What is the need under the 
new enlistment program for Col- 
umn 17 of the monthly Form 5 
reports? — Monument Park Stake. 

A. Column 17 asks for the num- 
ber of members absent every Sun- 
day. Even though the enHstment 
program is now in the hands of the 
home teachers, they need help 
from the teachers. One assist may 
come from giving to the ward 
council and home teachers a list 
of all members of the Sunday 
School who have not been in at- 
tendance for four or more weeks. 
This is a critical list to which 

home teachers will want to give im- 
mediate attention. 

Column 22 in Form 5 

Q. Column 22, Form 5 asks 
"Number of Superintendent Plan- 
ning Meetings Held" Should this 
be the total persons in attendance 
at the planning meetings, or should 
it be the number of planning meet- 
ings held taken by weeks from 
Form 3? — Monument Park Stake. 

A. The latter. Count each week 
that a meeting is held and record 
on Form 5 the number of meet- 
ings, not the total number of per- 
sons in attendance. 

Inexperienced Teachers in Junior 
Sunday School 

Q. Should superintendencies be 
dissuaded from appointing inex- 
perienced young teachers to teach 
in the Junior Sunday School? 

— Monument Park Stake. 

A. Yes. The best teachers in 
the ward should usually teach the 
youngest classes. Mothers are es- 
pecially qualified to teach Junior 
Sunday School classes. Young girls 
should have taken two of the four 
Gospel Message courses, 16, 17, 
18, or 19 before teaching Junior 
Sunday School. 

— General Superintendency. 

Memorized Recitations 

For April 1965 

During the Sunday School wor- 
ship service of the April Fast Meet- 
ing students in Courses 11 and 17 
should recite in unison scriptures 
listed below for their respective 
classes. These scriptures should be 
memorized during the months of 
February and March. 

Course 11: 

(From this teaching in the Book 
of Mormon we learn how to know 
the truth of a matter.) 

"And when ye shall receive these 

things, I would exhort you that ye 
would ask God, the Eternal Fath- 
er, in the name of Christ, if these 
things are not true; and if ye shall 
ask with a sincere heart, with real 
intent, having faith in Christ, he 
will manifest the truth of it unto 
you, by the power of the Holy 
Ghost. — Moroni 10:4. 

Course 17: 

(In this verse we find a teaching 
about the preexistence.) 

"Jesus said unto them. Verily, 
verily, I say unto you, Before 
Abraham was, I am." 

— John 8:58. 


March to mid-April 
Instructor Campaign 

• • • 

Apr. 2-4, 1965 


General Conference 

• * • 

Apr. 4, 1965 

Annual Sunday 

School Conference 

• • • 

Apr. 18, 1965 

The Deseret Sunday School Union 

George R. Hill, General Superintendent 
David Lawrence McKay, First Assistant General Superintendent; Lynn S. Richards, Second Assistant General Superintendent; 
Wallace F. Bennett, General Treasurer; Paul B. Tanner, Assistant General Treasurer; Richard E. Folland, General Secretary 


George R. Hill 
David L. McKay 
Lynn S. Richards 
Wallace F. Bennett 
Richard E. Folland 
Lucy G. Sperry 
Marie F. Felt 
Gerrit de Jong, Jr. 
Earl J. Glade 
A. William Lund 
Kenneth S. Bennion 
J. Holman Waters 
H. Aldous Dixon 
Leland H. Monson 
Alexander Schreiner 
Loma C Alder 
A. Parley Bates 

William P. Miller 
Vernon J. LeeMaster 
Claribel W. Aldous 
Eva May Green 
Melba Glade 
Addie L. Swapp 
W. Lowell Castleton 
Henry Eyring 
Carl J. Christensen 
Hazel F. Young 
Florence S. Allen 
Beth Hooper 
Asahel D. Woodruff 
Frank S. Wise 
Clair W. Johnson 
Delmar H. Dickson 
Clarence Tyndall 

Wallace G. Bennett 
Addie J. Gilmore 
Camille W. Halliday 
Margaret Hopkinson 
Mima Rasband 
Edith M. Nash 
Minnie E. Anderson 
Alva H. Parry 
Bernard S. Walker 
Harold A. Dent 
Paul B. Tanner 
Catherine Bowles 
Raymond B. Holbrook 
Joseph Fielding Smith, Jr. 
Lorin F. Wheelwright 
Fred W. Schwendiman 

Lewis J. Wallace 
Clarence E. Wonnacott 
Lucy Picco 
Arthur D. Browne 
J. Roman Andrus 
Howard S. Bennion 
Herald L. Carlston 
O. Preston Robinson 
Robert F. Gwilliam 
Dale H. West 
Bertrand F. Harrison 
Willis S. Peterson 
Greldon L. Nelson 
Thomas J. Parmley 
Jane L. Hopkinson 
Oliver R. Smith 

G. Robert Ruff 
Anthony I. Bentley 
Mary W. Jensen 
John S. Boy den 
Golden L. Berrett 
Marshall T. Burton 
Edith B. Bauer 
Elmer J. Hartvigsen 
Doima D. Sorensen 
Calvin C. Cook 
A. Hamer Reiser 
Robert M. Cundick 
Clarence L. Madsen 
J. Elliot Cameron 
Bertrand A. Childs 
James R. Tolman 

Richard L. Evans, Howard W. Hunter, Advisers to the General Board 




by Lowell L. Bennion 

Sunday School officers and teachers: How do 
you perceive your calling? As the superintendent, 
do you think in terms of keeping the faculty fully 
staffed and of running an orderly service? As teach- 
ers, do you think in terms of interesting those young 
people entrusted to your care? As a chorister, are 
you bent on obtaining "a joyful noise," to quote 
the Psalms? These are all worthy perceptions of 
Sunday School tasks, but they are not the only nor 
the most fundamental views. 

Sunday School consists primarily of people. 
Everything else is instrumental, a means to an end. 
Who comes to Sunday School? This is something 
to bear in mind. There are the little ones, not 
long since a gift from heaven. Like little chicks, 
they long to be gathered under someone's wings. 
Then there are those without two front teeth. Re- 
member how you felt when the family laughed about 
that situation when you were a lad? 

At 10 or 11 girls begin to grow tall like a bean 
pole and large all over, awkward, ungainly, and un- 
sure of themselves. Young male teen-agers also 
come to Sunday School. They are half boy and half 
young man, desperately trying to accept themselves 
and to be accepted by others. Many in their middle 
teens acquire a kind of high idealism, others despair 
of life and wonder, "What's the use?" Adults who 
come to Sunday School are not of one stripe, either. 
There are those who are struggling for faith, those 
who have deep concern over finances, their marriage 
or children, and those who feel their lives are quite 
unproductive. Some are widows who face life alone 

with brave and lonely hearts. In short, Sunday 
School is a meeting place for all kinds of human be- 
ings with the same hopes, fears, and concerns which 
characterize officers and teachers and their families. 

People's Needs 

The above identified people come to Sunday 
School with desires — "uttered or unexpressed," 
mostly unspoken. They long to be needed, wanted, 
and loved by other human beings. Each must feel 
his own worth, find witnesses to his own importance 
as an individual. Everyone, particularly youth and 
adults, senses a need to find meaning in life, a feel- 
ing of peace and serenity in the midst of complexity 
and uncertainty. 

What people need more than anything else — 
after air, food, and drink — is meaningful and satisfy- 
ing human relationships. A child's self-image comes 
largely from the image other people have of him. It 
is in one another as well as in God that people 
". . . live, and move, and have . . . [their] being." 
(Acts 17:28.) A child's way to faith in and under- 
standing of his Creator is through his experience with 
human beings whom he can touch, see, and hear. 

Sunday School consists of people with spiritual 
hunger who need, above all else, understand- 
ing human beings with whom they can establish ac- 
ceptable human relationships. This is the basic task 
of the Sunday School officer and teacher — to enter 
into the lives of those who come to them in a mean- 
ingful and blessed way. Let us turn now to some 
concrete suggestions on how this may be done, that 
a person may feel welcome in Sunday School. 

Building Relationships 

Will Rogers, American comedian and lay philos- 
opher of a generation ago, said he had never met 
a person he did not like. He felt equally at home 
with kings and presidents and with cowboys and 
newsboys. No one escaped his interest nor his kind- 
ly, incisive descriptions. Will Rogers drew people 
to him wherever he went. 

Jesus had this same interest in people, in an 
even deeper and more loving way. Despised publi- 



Teacher Improvement Lesson for April 

Tenth in a Series on "We'll Keep a 
Welcome'' in Sunday School 

cans and sinners "drew near to Him for to hear 
Him." He was not above dining with them. 
The lame, the bHnd, the afflicted sought Him 
out and hung on every word He uttered. 

The Sunday School worker who would 
draw people to Church and keep them com- 
ing must cultivate a keen and lively interest 
in human beings of every description, of all 
ages. This interest, though it is cultivated, 
must run deep. It cannot be simply a 
technique, a style. Sitting in a Gospel Doc- 
trine class one day I saw a restless 2 -year- 
old leave his harassed, exhausted mother and 
turn to a gray-haired man — a virtual stranger 
— ^and find perfect contentment in his loving 
smile and outstretched arms. In another class 
we know of a former bishop, 80 years old, who 
draws every teen-ager on his rolls to his class by 
his genuine and human concern for them. Every- 
one likes to be called by his own name. It is not 
enough to be known as someone else's wife or 
son. Children like nicknames sometimes, too. 

Everyone in Sunday School needs to contribute, 
to feel his worth in some productive way. One Sun- 
day the superintendent called on the teacher of the 
large Gospel Doctrine class to give the invocation. 
This may be the right thing to do if the choice is 
made thoughtfully and with a purpose. But the 
teacher will have his chance to contribute. Why not 
call on the brother who has no specific calling in 
the Church, who because of his "broken tongue" 
cannot teach and does not preach. But when he 
prays it is as though he were talking with God and 
He were in the chapel. People will feel welcome in 
Sunday School if they pray, usher, distribute song 
books, call for the aged by car, and contribute in 
other ways to the services. 

The chapel is a house of worship. Let people be 
drawn to it because there cleanliness, order, flowers, 
appropriate music, reverence, warm, friendly but 
reverent greetings, and the peace of God "which 
passeth all understanding" abide. 

.r \ '^ 

Library File Reference: Sunday Schools— Mormon. 

Art by Dale Kilboum. 

Sunday School consists of people with spiritual hunger who 
need, above all else, understanding teachers with whom they 
can establish acceptable relationships. This is a basic task. 






Senior Sunday School Hymn for the Month of April 

Hymn: "He Is Risen"; author, Cecil 
Alexander; composer, Joachim Nean- 
der; Hymns — Church of Jesus Christ of 
Latter-day Saints, No. 61. 

There are no words of greater 
meaning to God's children, than 
the words He is risen. It was the 
beloved Son of our Father in heav- 
en who had risen, and He had risen 
from the tomb of death. He is the 
first of all the resurrected souls, 
and it is our complete faith that we 
shall be like Him — glorious in a 
resurrection of immortality and 
eternal life. That is what we are 
singing about in this hymn, one of 
the greatest and grandest in all 
Christian literary and musical ex- 

The melody was composed about 
1680 and has been greatly sung 
and loved by worshipers in many 
lands. It is a stately tune, not at 
all trifling; and we will do well to 
sing it fortissimo with thankfulness 
and joy in our hearts. 

Easter is April 18 this year. We 
therefore have two Sundays pre- 
ceding this date in which to learn 
this Easter hymn, both in singing 
and in playing it on the organ. 

To the Chorister: 

As choristers, you should be 
particularly careful to give a clear 
preparatory beat so that singers 
will have an opportunity to take a 
breath in unison before the first 
note is sung in each stanza. Then 
they may give out in grand unison 
for the very first note and word. 
If singers do not start together, 
please consider the fault as being 
yours. See what you can do to 
correct it. 

And what should you do? You 
should practice the preparatory 
beat before your equals and fellow 
choristers and organists in prepara- 
tion and other training meetings 

you attend, so you will be fully 
ready when you face your Sunday 
School singers. Specific suggestions 
have been made on this page from 
time to time. 

To the Organist: 

Let the organ ring out with its 
most splendid voices. Draw the 
stops, leave off the tremulant, open 
wide the shutters, and let the 
sounds roll out, bathing the con- 
gregation with Easter joy. In ad- 
dition to that, let not your fingers 
falter even one note, add the most 
powerful bass at your command, 
use all high-pitched stops and su- 
per couplers, and breathe with the 
congregation at the close of each 
phrase. Each phrase is two meas- 
ures — eight half-notes — ^long. 

If you are an organist who plays 
pedals only in the bottom octave, 
then you may safely continue in 
your usual way in this hymn. For 
instance, the bass note "A" in the 
second measure may safely be 
played an octave lower if you wish. 

Anything that is "stately," as is 

this hymn, is done in a steady 
tempo, not rubato. There is no 
need for going faster or slower any- 
where. But you will need to keep 
your attention on this matter of a 
steady tempo, so that you will not 
let it wander. Be a good accom- 
panist for both your chorister and 
your singers, and show in your re- 
sults that you are both eager and 
happy in your service as organist. 
Be ye not readers only, but do- 
ers. You must practice the above 
recommendations with ivory keys 
or with baton, so they will become 
habitual with you. The prizefight- 
er must continue his punches, even 
though his consciousness may be 
nearly knocked out of him. Also 
the performer on the concert or 
theater stage must be able to con- 
tinue his precise presentation even 
though his mind may be wandering 
or perhaps diverted by unexpected 
distractions. Your memories and 
habits serve you wonderfully well 
if you have stored in them useful 

— Alexander Schreiner, 


// you think you're beaten, you are, 

If you think you dare not, you 

If you'd like to win, but you think 
you can't. 

It's almost a cinch you won't. 
If you think you'll lose, you're lost. 

For out in the world we find 
Success begins with a fellow's will 

It's all the state of mind. 

(For Course 9, lessons of March 14 
and 28, "A Leader Accepts Responsibility" 
and "A Leader Has Courage To Do Right" ; 
and of general interest.) 

// you think you're out-classed, you 

You've got to think big to rise. 

You've got to be sure of yourself 

You can ever win a prize. 
Life's battles don't always go 

To the stronger or faster man. 
But soon or late the man who wins 

Is the man who thinks he can. 

— Anonymous. 

♦Reprinted from Sunshine magazine, 
November, 1964, page 13. 
Library File Reference: Determination. 



Junior Sunday School Hymn for the Month of April 

Hymn: "If with All. Your Hearts"; 
from the oratorio "Elijah"; composer, 
Felix Mendelssohn; The Children Sing, 
No. 180. 

". . . If there is anything virtu- 
ous, lovely, or of good report or 
praiseworthy, we seek after these 
things." This is the concluding 
statement in the Articles of Faith 
given by the Prophet Joseph 
Smith. This month's practice 
hymn surely typifies this state- 
ment. It is lovely, praiseworthy, 
and of good report. It not only 
gives the children a basic, religious 
idea in a simple poetic language, 
but the music is worthy of our best 
efforts. It is not a composition to 
be put away with childhood; it is a 
masterpiece that will endure. 

Many scriptures convey the mes- 
sage that each may find God con- 
tinually if He is sought with all the 
heart. One outstanding passage is 
in Jeremiah 29:13, "And ye shall 
seek me, and find me, when ye 
shall search for me with all your 

This message should inspire 
adults who attend Junior Sunday 
School as they listen while the 
children sing. 

To the Chorister: 

Memorize the song and sing it 
unaccompanied for children when 
you introduce it. It is written in 
the range for children's voices; 
therefore, sing it as it is written. 

Briefly explain "seek," "ye," and 
"saith." Children enjoy using new 
words, and you have an obligation 
to teach them biblical terms with- 
out causing them to feel that it is 
an outmoded language. Sometimes 
adults suppose that biblical terms 
and music of the masters are be- 
yond the comprehension of chil- 
dren. You do children an injustice 
when you neglect to present such 
simple beauties to the youngest 

After you have sung the selec- 
tion for children and explained the 
bibHcal terms, sing it again so they 
may hear how these terms are 
used. Then help them determine 
how the words of the phrases "Ye 
shall ever surely find me" and 
"Thus saith our God" are repeated 
with a different melody. At the 
conclusion of these explanations, 
teach the children by rote, phrase- 
wise, unaccompanied, and use the 
interval beat pattern to help dis- 
tinguish between the two melodies 
using the same words. If you need 
help in teaching the methods indi- 
cated above, see A Guide for Chor- 
isters and Organists in Junior Sun- 
day School, 

"When children sing this selec- 
tion in tune with some understand- 
ing of the text, compliment them. 
Be sure it is deserving praise be- 
cause children know when they 
have achieved success. 

To the Organist: 

Use this selection as a prelude 
before the children begin to learn 
it. Then when you play it for 
them to sing, play only the melody 
with the right hand. Play the left 
hand as it is written with the ex- 
ception of measure eight. In mea- 
sure eight, omit the run, and hold 
the beginning chord for two beats. 

Be sure to observe the rests to 
help children observe them, or the 
accompaniment will not fit the 
children's singing when you play 
it. When children sing this num- 
ber with enough assurance that the 
accompaniment will not detract 
from their rendition, play it as it 
is written, observing the term 
"smoothly" at the beginning of the 

This is not an easy accompani- 
ment if played correctly. Accept 
the challenge and prove your mu- 
sical ability. 

— Mary W. Jensen. 

April Sacrament Gems 

For Junior Sunday School For Senior Sunday School 

Jesus said, ". . . Because I live, ". . . And the Spirit enlighten- 
ye shall live also."^ eth every man through the 

"771 1. ia world. . . ."^ 

^John 14:19. 

doctrine and Covenants 84:46. 

Organ Music To Accompany April Sacrament Gems 
Prelude delmar h. dickson 


»■.. t ^ 






















By Keith R, Oakes* 

Two Junior Sunday School teachers were talk- 
ing about their respective classes. One said, "I don't 
know how you do it. The children in your class 
seem to be serious and anxious to please you. But 
mine — oh! They jiggle and move around all the 
time. When I get after them they cry. What is 
wrong with me?" 

"I'm not sure," said the other teacher, "I know 
you prepare your lessons as well as I, and I know 
your material is good. Maybe your children are 

Different, indeed! And no maybe! Although chil- 
dren are children, they are also very different. Dif- 
ferent from each other and different from other 
groups of children. 

(For Course 25, lessons of April on the comparative cliaracter- 
istics of the 4-, 5-, 6-, and 7-year-olds,) 

*Dr. Keith R. Oakes is a professor of educational administration 
at Erigham Young University. He received his M.S. from Utah 
State University and his Ed.D. from the University of Southern 

In the process of growing up there are changes 
that take place. Generally, this process can be 
called maturation. As a child grows from one age 
to another, he develops characteristics (or character- 
istics develop) that are somewhat unique for his 
age — that mark him as a 4-year-old, or a 6-year-old, 

Of course, anyone who has had much to do with 
children readily recognizes that there is no such thing 
as a typical child of one age category. Yet there 
are some fairly common generalities observable in 
children in various age spans. 

Children from 4 to 7 are in the early years of 
childhood. This is the period when they begin to 
read, to write, to care for themselves, and in which 
permanent teeth appear. Also during these years 
values are being developed, large and smaU muscle 
movements are being refined, and marked person- 
ality changes occur. 

In public education the 4- and 5-year-old children 
are not thought of as school-beginners but rather 
as completed preschool children. Within their own 
limits they are well organized and are ready for 
school.^ Transferring this to Sunday School, these 
children are ready to learn and to profit from their 

The 4-year-olds are still mother-centered. Their 
span of attention is very short; they need to adjust 
from the security of the home to the security of the 
Sunday School class. They still have not developed 

^Arnold Gessell and Francis L. Ilg, The Child from Five to Ten, 
Harper and Brothers, New York, N.Y., 1946; page 377. 

much control of their muscles. They wiggle, shift 
their feet, stand up, sit down, walk around, and like 
to argue. This is all normal no matter how well a 
lesson may be prepared. 

Five-year-olds are much like the 4-year-olds, ex- 
cept they like their teachers and want to obey them. 
Relationships with them tend to be more pleasant, 
but less personal than later on. Their eagerness for 
information is most satisfying to a teacher. They 
like to be read to, are willing to listen for longer 
periods of time, and enjoy talking about what they 
have done. Finger games are participated in with 
vigor. Children of this age are beginning to make 
friends with more than one person at a time and 
gather in little groups. They are proud of their 
achievements and want to tell others about them. 
Their cooperativeness and dependency on adults 
make them "little dears" and rather enjoyable to 

The 6-year-old period is marked with a seeming 
return to the 4-year-old behavior in some ways and 
at the same time is an extension of age 5. These 
children are described by teachers as being both 
"good and bad." They are adorable one moment 
and horrid the next. Just when sweetness seems to 
pervade the Sunday morning class, the opposite 
pops out. While cooperative at one time, the next 
time defiance may appear. 

Frequently, "I won't," and "You can't make 
me," are heard. The 6-year-olds tend to reject regi- 
mentation. They are groping and appear much less 

Photo by H. Armstrong Roberts. 

assured than when they were 5. They recognize 
their errors and resent the rigidity of perfection be- 
ing imposed upon them. A variety of methods need 
to be utilized by the teacher to keep the group in- 
terested. Because they are highly emotional, noisy, 
excitable, stubborn, rude, and explosive, teachers fre- 
quently find frustration in teaching this age. 

They seldom measure up to the picture of the 
"sweet, little dears" of the 5-year-olds. 

When children become 7 other changes are no- 
ticeable. They are more serious and thoughtful. They 
become absorbed in their work. They may become 
moody, unhappy, and angry, but this tends to be 
directed toward themselves. When they are thwart- 
ed in their goals, they cry almost "broken-heartedly" 
and then are ashamed of their crying. The 7-year- 
olds are able to work at things for a longer period of 
time than before. They have better control of their 
small muscles and thus are able to do finer work. 
While proud of their accomplishments, they are em- 
barrassed at public praise. These children are able 
to develop and express insights to spiritual things. 
They like to listen to, to discuss, and to read about 
religious things. Differences between interests of 
boys and girls are more apparent and present a prob- 
lem to the teacher. Usually, the desire of both boys 
and girls to be liked by the teacher, the seriousness 
with which they approach their learning, and their 
eagerness to please make teaching this age a pleasant 

(Concluded on following page.) 



YOUR CHILDREN ARE DIFFERENT, TOO {Concluded from preceding page.) 


Age Physical 

4 Developing large and 

small muscles. 

Able to sit still for 
small periods. 

Right handed. 

Skip on one foot. 

Control elimination. 

May have many colds. 


Want to explore — 

"run away." 
Cry easily. 

Nightmares and fears. 
Explode by calling 

May be jealous. 


Show off before adults. 
Like to visit neighbors. 
Bossy with younger 

Want to be with others. 
May be selfish. 
Tattle and tell tall 



Like puzzles. 

Ask endless questions. 

Like to play with 

Want to explore 

Enjoy play on words. 

Poised and controlled. 

Can sit still longer. 

Developing small 

Skip on alternate feet. 

Right handed. 

Good appetite. 

Good health character- 

Deliberate before 

Easily excited. 

Positive — literal. 

Become angry or cry 
when losing argu- 

Cry when scolded. 

May have unpleasant 

Like to help. 
Want own way. 
More self-oriented. 
Depend on adults. 
Like to imitate adults. 
Play better with chil- 
dren their own age. 

Like to sew (large 
wool thread) . 

Like to play. 

Paint, draw, color, cut, 

Girls build houses, etc. 

Boys build roads, tun- 
nels, etc. 

Play with dolls. 

Like to be read to. 

Enjoy humor. 

Permanent teeth 

Increased susceptibility 

to diseases. 
Frequent sore throats 

and colds. 
Smedl muscles better 

Better eye coordination. 

Alternate between 

"happy and sad" or 

"sunshine and 

Cry for long periods. 
Restless — particularly 

Temper tantrums. 

Bite or tap pencil. 
Jiggle feet. 
Argumentative and 


Aggressive action 
against parents and 
teacher — may strike 

React to humor. 

Defy parents — 
"I won't." 

React favorably to 

Self-centered — bossy. 

Father important. 

Noisy around people — 
show off. 

Hit and kick playmates. 

Like to touch and 

handle things. 
Like to learn to read 

and write. 
Still want to know why. 
Seek new experiences. 
Prefer active games. 
Girls enjoy playing 

with dolls. 
Boys like cowboy 


Both left and right 

Fewer illnesses. 
Easily fatigued. 
Girls like to be neat — 

not so with most boys. 
Better small muscle 

Rapid growth. 
Cautious in physical 


Dawdle — careless. 

Much eye-rubbing 
when tense. 

Drum pencil on 

Still jiggle legs. 

Often moody and sulky. 

Anxious to give 

Protect self by with- 

Serious — thoughtful. 

Begin to accept 
unwanted requests. 

React negatively to 
direction through use 
of humor — little 
sense of humor. 

Difficult to accept 

Worry about acceptance 
at church, school, 

Anxious to please. 

Not so aggressive. 

Develop personal 
relationships with 

Library File Reference: Children. 


Develop mania 

for things. 
Like activities that 

leave them secure. 
Cautious in moving into 

new situations. 
Like lessons 

involving realism. 
Like puzzles and 

Want to read for 

Like verbal activities. 
Like to memorize 

(not difficult things). 



This is a supplementary chart to help 
teachers find good lesson material from past 
issues of The Instructor. Some people will have back 
copies or bound volumes. For those who do not, 
back copies of some issues are available for 35^ 
each. Starred numbers are not available. For these, 
please use your ward library. If you wish to pur- 
chase available copies, let us know which ones, or 
quote the code numbers on the chart which are of 
interest to you, and send 35^ for each copy desired. 

Abbreviations on the chart are as follows: 

First number quoted is the year, (e.g., 60 means 1960.) 

Second nvmiber quoted is the page. 

FBS — flannelboard story. 
CS — center spread. 

ISBC — inside back cover. 

OSBC — outside back cover. 

We encourage Latter-day Saints to subscribe to 
and save The Instructor as a Sunday School teach- 
er's encyclopedia of Gospel material. 
























to June 


61-66, 91 

61-48, 91 


















106, 184 














106, 184 














106, 184 







61 -Mar 







Moroni 10:4 
John 8:58 



Mark 1:4 
Revelation 14:6, 7 



Matthew 21:21 
Alma 40:23 




EzekielS7: 15-17 







AfarJfe 16:15, 16 
Matthew 21:52, 53 




Isaiah 29:11, 12 
Romans 8:16, n 



Matthew 3:13-17 
Ephesians 1:10 



James 2:19, 20 
Revelation 20:12 



John 3:23 
Acts 3:19-21 



from a Carl Block painting. 

by Bruce C. Hafen* 

A familiar analogy is that which Paul apphed 
when he told the Saints at Ephesus, "Wherefore take 
unto you the whole armour of God, that ye may be 
able to withstand in the evil day. . . ." (Ephesians 
6: 13.) The Lord told Joseph Smith to guard against 
evil, using the same metaphor. (See Doctrine and 
Covenants 27:15.) Few would dispute the proposi- 
tion of this analogy. It is meaningful and encour- 
aging: faith is a protection against the evils of the 

And yet it is seen time and again in the lives of 
young Saints that the forces of darkness break 
through in difficult circumstances — ^away from home, 
in a parked car, or with irreligious friends. 

Why? Is the armor weak? Should it be that easy 
to pierce? How is it that Sunday School lessons and 
the counsel of bishops and parents can be so easily 
forgotten when real temptation comes? 

The question is not a new one. It perplexed Paul: 
"... for what I would, that do I not; but what I 
hate, that do I." {Romans 7:15.) And the Master 
Himself asked: "And why call ye me. Lord, Lord, 
and do not the things which I say?" (Luke 6:46.) 
This is a fundamental problem. And if the faith of 
young people is not an armor, something is seriously 
wrong. The purpose of this article is to explore the 
nature of some approaches to the stated question, 
in order to define what faith must be if it is to protect 
against evil. 

One approach to the problem is that which dis- 
tinguishes between faith and belief. Belief implies 
acceptance or even conviction, while faith implies 
action. Simply stated, faith without works is belief. 
So those who would explain the problem at hand 
would say, "Faith is an armor," while insisting that, 
"Behef is not an armor." 

King Benjamin said that because of the fall of 
Adam, man is an "enemy to God" and will remain so 
"... unless he yields to the enticings of the Holy 

(For Course 13, lessons of April 11-25, "Faith"; for Course 15, 
lesson of April 4, "Nephi, a Statesman"; for Course 17, lessons of 
March 14 and 28, "Nature of Man" and "Man Is Free"; and of gen- 
eral interest.) 

♦Bruce C. Hafen has attended Dixie College and Brigham Young 
University. From 1960 to 1963 he was a missionary in the West Ger- 
man Mission. He is presently a student in the University of Utah 
Law School. He and His wife, Marie Kartchner Hafen, live in Provo, 
Utah, where Brother Hafen serves as second counselor in the BYU 
38th Ward bishopric. 



Spirit, and putteth off the natural man and becom- 
eth a saint through the atonement of Christ. ..." 
(Mosiah 3: 19.) Basic to this concept is the idea that 
man's powers of reason break down when he is con- 
fronted with strong emotional temptation. In other 
words, in a cozy spot with a favorite girl friend, a 
teen-ager's ordinarily staunch knowledge or even 
mental commitments somehow disappear and emo- 
tion takes over. Reason is no force to cope with 
emotion. Therefore, only by seeking and obtaining 
the Spirit of the Lord would one have power to re- 
sist the emotional forces of temptation. 

Elder James E. Talmage put it this way in ex- 
plaining Christ's ability to resist the temptations 
of Satan: 

. . .Insurance against falsehood [evW] is not that 
of external compulsion, but of internal restraint due 
to his cultivated companionship of the spirit of truth. 
. . . [For"] a really honest man . . . his honesty is an 
armor against temptation; but the . . . [armor is] 
but an outward covering; the man within may be 
vulnerable if he can be reached.^ 

The problem as seen in the armor analogy might 
also be compared to the absence of a body upon 
which the armor can be placed. It is common knowl- 
edge that a tin can collapses around a vacuum, and 
even more obvious is the fact that armor without a 
body is but an empty shell. So what is that body 
which must be stout enough to support and give 
life to the armor of faith? Some call it testimony, 
others conversion. Alma said it was a spiritual re- 
birth. (See Alma 5.) 

A succinct analysis of the same approach was 
given by Harry Emerson Fosdick: 

A church which has undergirdled its youth with 
the positive consciousness that his life is sacred has 
conferred the indispensable gift. . . . Without that 
inward sense of honor, no information matters.^ 

Cannot "information" be equated with belief, 
with the reasoning of the natural man, with the 
external application of strength? 

This can also be seen in priesthood correlation 
and home teaching. The process is always similar: 
Sally does not come to Sunday School. Why not? 
The brethren must go deeper — to her family, to their 
attitude toward the Church. It is a search with 
the goal of providing spiritual motivation. Experience 
bears it out: with testimony, the fruits of righteous- 
ness are realized; without testimony, nothing. Wise 
are those who would not just apply externals which 
avoid the source of the problem, although doing that 
would be much simpler. Thoreau stated it this way: 
"There are a thousand hacking at the branches of 
evil to one who is striking at the root. . . ."^ 

What is the root of faith as an armor? Its name 
is less important than that the concept is realized 
for its great significance. Call it spiritual rebirth, 
submission to the spirit, personal revelation, a com- 
mitment to activity, inner motivation, testimony — 
these are all facets of a single idea which received 
its simplest and most all-inclusive definition from 
Joseph Smith: "... First, faith in the Lord Jesus 

Faith in the Lord Jesus Christ is a special kind 
of faith, a special kind of armor which includes all of 
the previous discussion. Anything less than that is 
not sufficient to resist evil. Anything less than that 
is not really "the whole armor of God." 

Teaching this to teen-agers intensely involved in 
a world of fads and immaturity is another subject. 
This analysis has sought only to define what faith 
must be to be an armor. Seen for what it can mean, 
however, teaching true faith in Christ is the mission 
of the Sunday School, the mission of the Church. 
Youth must take a few things seriously, and they 
are capable of that. Piousness is not expected, but 
a way can and must be found to reach them, for 
"without that inward sense of honor" — real faith 
in Jesus Christ — "no information matters." With 
it, faith is an armor. 

iJames E. Talmage, Jesus the Christ, Deseret Book Conipany, Salt 
Lake City, Utah, 1962 r pages 134, 135. 

^arry Emerson Fosdick, Twelve Tests of Character, Association 
Press, New York, N.Y.. 1950. 

sHenry D. Thoreau, Walden; Modem Library Edition, Random 
House, New York, N. Y., 1950; page 68. 

*Fourth Article of Faith. 
Library File Reference: Faith. 



Art by Bill Johnson. 


by Robert Marshall* 

(For Course 9, lessons of April and May; for Course 15, lesson 
of April 4, "Nephi, a Statesman"; for Course 5, lessons of May 2 
and June 20, "Those Who Are Humble and Teachable" and "Those 
Who Seek the Truth"; and of general interest.) 

♦Brother Robert E. L. Marshall, Jr., spent four years with an 
entertainment division in the U.S. Navy. In the entertainment world 
he has also appeared on Arthur Godfrey's Talent Show, the Auto- 
Lite Show, with Charlie Speeback and Blue Barron, and as a Student 
Program Director at Brigham Young University. He is presently em- 
ployed as sales manager for a publishing company and as president 
of American Way Motel Association. Brother Marshall is presently 
on the Mt. Olympus Stake Sunday School Board. 


Elroy (Crazylegs) Hirsch, one of the greatest 
athletes of our day, very effectively demonstrated 
faith. It was that type of faith sometimes required 
of US by our Heavenly Father if we wish to over- 
come obstacles. 

Crazylegs sustained a serious brain concussion 
on the football field one afternoon. The doctors 
said he would never again have the proper coordi- 
nation to play professional football. Elroy believed 
that he could. 

As a young boy before his accident, he would 
run two miles each day. By running, eating properly, 
and training, he had developed the physical stamina 
and coordination to become a great athlete. He 
had faith in that training. 

For the next two years after his accident, he 
demonstrated that faith. Many times he almost 
gave up. Nothing seemed to help. Then finally he 
began to feel coordination returning. Within two 
years after the doctors had told him he would not 
be able to play professional football, he signed a 
contract with the Los Angeles Rams. There he 
played with a veritable "Who's Who" of professional 
football, and the team went on to become the World's 
Champions. He is now on the board of directors of 
the Rams. 

Elroy Hirsch was awarded the most-valuable-play- 
er award. This presentation would not have been 
possible if he had not had faith in himself and his 
training program. 

The Lord has given us a training program, too, 
and strong faith will be required if we are to become 
His champions. 

It seemed to Dick that the axiom, " A leader is 
obedient," should be the other way around. The 
leader should be obeyed. He decided to ask his 

"I'll tell you a story," replied his father. "Then 
you must decide for yourself." 

A young man was taking a test to see if he was 
worthy to lead the people of his town. He was told 
that he would have to enter a huge, dark cavern. 
If he followed instructions, he could find his way 
out. If not, he could lose his life because there was 



a bottomless pit in that underground chamber. He 
was told to feel his way around the left side of the 
cavern. Eventually he would come to a heavy, stone 
door. A great deal of strength would be required to 
open it, but passage through it would lead him to 

Following those instructions was not easy, but 
the young man did as he was told. When he reached 
the heavy door, he stopped. He had been told of the 
pit, supposedly in the center of the cavern. Was 
it really there? He wanted to find out. Slowly, he 
felt his way toward the center. 

After many hours of searching, he had not fallen 
into the pit. He then thought the story of the pit was 
not true; he was not in danger of losing his life. He 
turned to leave, and his foot slipped. He lost his 
balance and started to fall. His hand grasped the 

ledge in the darkness. Listening closely for a long 
time he finally heard a stone he had dislodged hit 
the bottom. Suddenly this young man was afraid, 
as coldly afraid as he had ever been in his life. There 
was a pit, and he had almost fallen into it. He real- 
ized just how foolish he had been to doubt those who 
had instructed him. It was a long time before he 
could climb away from the edge of the pit and find 
the door again. He was so tired he had to rest before 
he could open that heavy barrier. When he did 
emerge, he felt he had learned some great lessons. 
"Do you know what those lessons were?" 
"Yes," said Dick. "He learned to obey instruc- 
tions. And he also learned not to doubt. He wasted 
a lot of time by doubting." 

Then pensively Dick concluded, "But I think he 
learned something else, too. By disobedience he 
slipped and fell. He learned when in danger to grab 
something and start lifting himself out. Otherwise 
he might never make it to safety." 


A leader is guided continually by many forces. 
First, by his conscience. A good leader has a highly 
developed sense of right and wrong. He has strength- 
ened his conscience by repeatedly choosing to do 
what he believes is right. Although he often may 
have felt the wrong thing would be more enjoyable 
at the time, by choosing the right he developed a 
strong, dependable guiding force. 

Second, he is guided by prayer and a sincere 
desire to help others. By expressing his desires to 
the Lord, he strengthens his resolutions to do better, 
and this increases his ability to perform the services 
required of him. 

Third, he is guided by his parents and other 
recognized, experienced leaders. When he listens 
to the council of others, he is exercising another trait 
of a good leader — humility. 

Fourth, he is guided by study. Through study 
he gains the knowledge of the leaders of the past. He 
discovers the plan of the Lord to guide His children 
while they are here on earth. 

Yes, a worthy leader is guided by his conscience, 
by prayer and humility, by the counsel of others, 
and by knowledge gained through his own initiative 
and study. 

Library File Reference: Leadership. 



Christ at Emmaus. 



April 18, 1965 

Each officer and teacher in Sunday 
School should remember the 1964 con- 
ference theme, "We'll Keep the Wel- 
come," and greet all members and 
visitors as they meet in the foyer and 
classrooms. Make it a "just right," 
sincere welcome. 


Theme: "For behold, this is my 
work and my glory — to bring to 
pass the immortality and eternal 
life of man." (Moses 1:39.) 

Devotional Prelude. 

Opening Hymn: "Christ, the Lord, 
Is Risen Today"; Hymns — 
Church of Jesus Christ of Lat- 
ter-day Saints, No. 10. 


Welcome: Bishop or Counselor. 

Sacrament Hymn: "How Great 
the Wisdom and the Love"; 
Hymns, No. 68. 

Sacrament Gem. 


First Scripture Reading — Moses 
1:39. ( Select and prepare some- 
one to read or quote.) 
Second Scripture Reading — John 
11:25, 26. (Select and prepare 
someone to read or quote.) 
Adult Talk (2-4 minutes) : 
"Christ's Work and Glory." 
Emphasize Christ's greatest gift 
— eternal life. 

References: John 3:16; 10:10; 
Moses 1:39; 
Mosiah 4:6-30. 
Suggestions: A Way of Life. 

The Gospel Plan. 
Gospel Principles 
— ^love, unity, har- 
Hymn by Congregation: "He Is 

Risen"; Hymns, No. 61. 
Separation for Classes. 
Closing Hymn: "I ICnow that My 
Redeemer Lives"; Hymns, No. 


Devotional Prelude. 

Opening Hymn: "Christ, the Lord, 
Is Risen Today"; The Children 
Sing, No. 150. 


Welcome by Member of Bishopric. 
This should create an atmos- 
phere for the following scrip- 

Scriptural Readings (By two mem- 
bers of Junior Sunday School) : 

1. The Lord God spoke: "For 
behold, this is my work and my 
glory — to bring to pass the im- 
mortality and eternal life of 
man." (Moses 1:39.) 

2. Jesus said: "... I am the 
resurrection, and the life: he 
that believeth in me, though he 
were dead, yet shall he live: 
And whosoever liveth and be- 
lieveth in me shall never die. 
. . ." (John 11:25, 26.) 

Sacrament Hymn: "Reverently 

and Meekly Now," The Children 

Sing, No. 2. 
Sacrament Gem. 
Hymn by the Children: "I Know 

that My Redeemer Lives"; The 

Children Sing, No. 17. 

Two Short Talks by Members of 

Course 4: Christ among the 


First Talk: The happenings on 
this continent when Jesus 
Christ was crucified. (3 Nephi, 
chapter 8.) 

Second Talk: Christ's visit and 
Gospel message to the Ne- 
phites. (3 Nephi, chapter 11.) 

Separation for Classes. 

Closing Hymn: "Jesus Is Our Lov- 
ing Friend"; The Children Sing, 
No. 21. 


Committee: Golden L. Berrett, 
chairman; Kenneth S. Bennion; 
Delmar H. Dickson; Melba 
Glade; Florence S, Alleru 



May 9, 1965 


Junior and Senior Sunday School 
programs submitted here are offered as 
suggestions only. Adaptations may be 
made according to local circumstances. 
The regular 2 V^ -minute talks and hymn 
practice, a total of 15 minutes, are 
omitted. This time may be used for 
special numibers. 

Devotional Prelude. 

Opening Hymn: "There Is Beauty 

All Around" — Hymns, Church 

of Jesus Christ of Latter-day 

Saints, No. 169. 
Greeting by the Bishop or Sunday 

School Superintendent. 
Sacramental Hymn: "0 God, the 

Eternal Father" — Hymns, No. 

Sacrament Gem. 
Sacrament Service. 
Hymn by Congregation: "Let Us 

Oft Speak Kind Words" — 
Hymns No. 94. (Soloist may be 

used for the verses.) 

Tribute to Mother (taken from 
Home Memories of President 
David O. McKay) : 

"Among my most precious 
soul treasures, is the memory of 
my mother's prayers by the bed- 
side, of her affectionate touch as 
she tucked the bedclothes 
around my brother and me and 
gave each a loving, goodnight 
kiss. We were too young and 
roguish, then, fully to appreciate 
such devotion, but not too young 
to know that mother loved us."^ 

Short Talk: "Gospel Lessons My 
Mother Taught Me." (Appoint- 
ment to be made by the super- 

Short Talk: "Teaching the Gospel, 
a Mother's Privilege," by a 
young mother. (Assignment to 

^Llewelyn R. McKay, Home Memories of 
President David O, McKay; Deseret Book 
Company, Salt Lake City, Utah, 1956; page 4. 

be made by the superintend- 

Special Song. (One or more sing- 
ers, arrangements to be made by 

Separation for Classes. 

Closing Hymn: "Lord, Dismiss Us 
with Thy Blessings" — Hymns, 
No. 105. 



It is suggested that all children be 
involved in as many hjonns as time will 

Devotional Prelude. 

Opening Hymn: "Beauty Every- 
where" — The Children Sing, 
No. 169. 



Greeting by the Bishop or Sunday 
School Superintendent. 

Sacramental Hymn: "While of 
These Emblems We Partake" — 
The Children Sing, No. 63. 

Sacrament Gem. 

Sacrament Service. 


Mother's Day Poem. (Use the 
words from the song, "The First 
Bouquet" — The Children Sing, 
No. 138.) 

Hymns by the Children: 

"Mother's Day"— The Children 

Sing, No. 132. 
"Mother Deaf— The Children 
Sing, No. 130. 
Short Talks: 

"Mother Teaches Us the Mean- 
ing of Love and Service." (By 
the coordinator or someone 
she may select. See Galatians 
5:13; John 13:33, 34; Mosiah 

"Making My Mother Happy," 
by one of the older children. 

Separation for Classes. 

Closing Hymn: "When We're 
Helping" — The Children Sing, 
No. 93. 


Committee: Golden L. Berrett, 
chairman; Kenneth S. Bennion; 
Delmar H. Dickson; Melha 
Glade; Florence S. Alleru 



Titles and Dates of Sunday School Lessons by Courses 

2nd Quarter, 1965 


Course No. 1: 

A Gospel 

of Love 

Course No. la: 

Beginnings of 

Religious Praise 

Course No. 3: 

Growing in 

the Gospel, 

Part II 

Course No. 5: 

Living Our 
Religion, Port II 

Course No. 7: 

History of the 

Church for 


Course No. 9: 

Scripture Lessons 

in Leadership 

Course No. 11: 

History of the 

Restored Church 



Advanced Nursery 


5, 6 

7, 8 

9, 10 

11, 12 

13, 14 

Date of Lesson 

We See Many 

Lovely Things 


We Are Born 
To Be Loved 


Jesus Chose 

Twelve Apostles 


Great AAen 




Days in 



A Leader 

Is Humble 


Light and 




IHeavenly Father 

Gives Us the Day 


We Are Born 
To Love 


Jesus Visited 



A Special 



An Illinois 



A Leader 

Is Loyal 



of the Saints 



Heavenly Father 

Gives Us 

the Night 


We Come 

to This Earth 


Is a 

Sacred Day 


The Resurrection 
(Easter Lesson) 



A Leader 

Is Patient 




Heavenly Father 
Causes Things 
To Grow (17) 

Those Who Have 

Returned to 

Heavenly Father 



Remained on 

Earth 07) 

The Poor 

in Spirit 



the Beautiful 


A Leader 

Is a Builder 


Joseph Smith 


MAY 2 

1 See 

Growing Things 


Heavenly Father 

Plans Food for Us 



Taken Away 


Those Who Are 

Humble and 
Teachable (17) 

The Nauvoo 



A Leader 

Has Faith 


Dark Days 

of Nauvoo 


MAY 9 
(Mother's Day) 

1 See 

Living Things 


God Gives 

Us Water 


Mother's Day 

Our Mothers Are 

Kind and 

Merciful (29) 

Mother's Day 


Out in the 



MAY 16 

We Say 

"Thank Thee" 


Animals and 
Birds Have 
Food (20) 


Was Restored 


The Kingdom 

of Heaven 

Is Ours (18) 

Joseph Smith 

among Friends 

and Enemies 


A Leader 

Serves the Lord 


Camps of 



MAY 23 

Jesus Enjoyed 

Things of 
the World (21) 

Animals and 

Birds Have 

a Home (21) 

The Church 

Was Organized 


What Can 

We Do? 


How the 

Mormons Lost 

Their First 

Leader (19) 

A Leader 

Is Obedient 


This Is 

the Place 


MAY 30 

Who Sleeps? 


Should Have 
a Home (22) 

Heavenly Father's 


Founded upon 

Love (22) 

God's Will 

Be Done 


Joseph Smith, 

Our First 



A Leader 
Is Guided 


The Mormon 




Who Awakens? 

When We Go to 

Heavenly Father's 

House (23) 

We Love 

Our Neighbors 


The Meek Are 
Humble in 
Spirit (22) 

The Twelve 

Apostles Lead 

the Church 


A Leader 

Stays Away 

from Evil (21) 

A Test 

of Loyalty 


JUNE 13 

What 1 Do 

When 1 Awaken 


Our Church 
Is Growing 


The Lord Tells 
His Servants 


For of Su^ 
Is the Kingdom 
of Heaven (23) 

Homes in 

the Wilderness 


A Leader 
Does Not Put Off 


Church Beginnings 

in California 


JUNE 20 

The Right 

Things To Eat 


Many Helpers 

In Our Church 


We Study 



Those Who 

Seek the Truth 


Pioneer Life 

in Winter 



A Leader 






JUNE 27 

The Right 

Things To Drink 


Heavenly Father 

Wants Us To 

Talk to Him 


The Lord 

Has Given 

Us Laws 


Great Men 
Seek Truth 


President Young 

Guides Pioneers 



A Leader 



the Desert 


Numbers in parentheses are manual lesson numbers. 



Titles and Dates of Sunday School Lessons by Courses 

2nd Quarter, 1965 

Course No. 13: 
Principles of the 
Restored Church 
at Work 

Course No. 15: 

Life in 
Ancient America 

Course No. 17: 

An Introduction 

to the Gospel 

Course No. 21: 


Research— A 

Practical Mission ^ 

Course No. 23: 


Course No. 25: 


and Child 

Course No. 27: 

Patriarchs of the 

Old Testament 

Course No. 29: 

A Marvelous Work 

and a Wonder 

15, 16 

17, 18 

19, 20, 21, 22 

Training— Adults 





Gospel Doctrine 

Gospel Essential*^ 

General Review 


a Statesman 







Summary and 



The Four- 



Mission of the 

Holy Ghost 












Holy Ghost 






A Great 




Is Continuous 




Nephi instructed 
the People 




Nephi Continued 

His Instructions 


Man's Part 

in Revelation 


Transcripts of 

Parish Registers 


Life and 

Teachings of 

Jacob (17) 




Wills and 

Other Probate 

Records (15) 

Completion of 

the Small Plates 


The Bible 



King Benjamin 







In Bondage 

Nature and 
Mission of a 
Prophet (17) 

Census, Govern- 
ment, Pension 
Records (17) 

King Noah 

and Abinadi 



Locality and 
Collections of 
Records (18) 

From Bondage 

to Freedom 


Jesus Christ, 

the Son of God 


Guides to 


Research (19) 

The Church 



Mission of 

Jesus Christ 





America a Cradle 
of Democracy 


General Review 

The Way of 



Research in 

Colonial America 


Alma and 
His Problems 


Our Acceptance 

of Jesus Christ 


Research in 

United States 





a o 

- s 

* ■*" 

□ 0> 

« .£ 

£ -§ 



c E 

:i 8 




The Five- 


The Six- 



The Seven- 

Mother's Day 

The Eight- 

The Nine- 

Ten- and Eleven- 





Shem, Ham, 
and Japheth 



of the 

Holy Ghost (15) 

Shem, Ham, 

and Japheth 


























Officers (17) 



Officers (18) 

Auxiliaries, Other 

Church Aids 


Elijah's Mission 

Work for 

the Dead 



for Eternity 



for Godhood 


Gathering of 


Taking Place 


Numbers in parentheses are lesson numbers. 
^Lessons have been scheduled from the manual and supplement published in 1962. 











— 'p 





































































































































1831 1832 1833 




































































































































THE INSTRUCTOR FEBRUA.RY 1965 Courtesy oj LDS Department of Education 


Second Class Postage Paid 
at Salt Lake City, Utah 

Herbert Hoover: He caught the vision of greater things. 

called them a fork. To me they our full might and make a worth- 
looked like the fangs of a yawning while contribution. 
Hon I had seen at the zoo. When our friend, 0. Layton AU- 
We found the cedar all right. We dredge, completed his tenure as 
also discovered it was gnarled and president of the South African 

Art by Bill Johnson, 

tough. After several tuggings on 
the pull cord, the motor roared 
into action. It sounded Hke the 
chorus you would expect from a 
pride of angry lions just ambushed. 
The noise was almost deafening. 
When I touched the saw to a twist- 
ed trunk of cedar, the saw's tail 
began acting like the tail of an al- 
an idea of what the experience is Ugator we had once watched an 
like. Indian boy wrestle in Florida's 

Before the sun was up today our everglades. The tail flipped as it 
entire family of seven rumbled ripped. The saw, weighing ap- 
away in a pickup truck and white proximately 30 pounds, vibrated 
escort car in search of wood for our violently in my unschooled hands 


I have never wrestled an alli- 
gator. But tonight I think I have 

fireplace. We had been told that 
the mountain cedar in the rolling 
hills about ninety miles away was 
choice. The cedar aroma, friends 
said, would make an enchanting 
evening of many an otherwise 
bleak winter night. 

The instrument we were to use 
for cutting the wood was called a 
chain saw. Last night we had 
picked up our saw at the rental 
service. I had never seen one of 
these little "monsters" before. The 
rental manager carefully showed 
me how to operate the gasoline- 
powered machine 

and left my wrists aching. 

As the day wore on, we learned 
many lessons from that chain saw. 
One of them was that it performed 
much better when we sawed larger 
cedar trunks. With these we could 
push the saw's fork, or fangs, into 
the wood. This anchored the saw 
and it handled much more easily 
and cut much faster. 

Mission recently, members of 
Transvaal District presented him 
a silver serving tray. Inscribed on 
the tray was: "We have caught the 
vision of greater things." 

A leading businessman once 
said to me: "We put our best effort 
into work for which there is no 
pay." What he meant was that we 
really thrust our full dedication 
and finest skills into great causes 
which are above the routine of 
making an ordinary living. 

Herbert Clark Hoover, an or- 
phan at 8, at 24 had won an inter- 
national reputation as a mining 
engineer. At the outbreak of World 
War I he abandoned business in- 
terests which were about to rocket 
in value. He had caught the vision 
of greater things. "Let fortune go," 
he said; and he pressed his soul 
into a selfless life of serving man- 
kind. After Belgium had been 
overrun by the German Army, he 

boldly traveled to Berlin and to a 

Later in the day we moved to a secret German field headquarters, 

stand of pine. We found a large, where he arranged to bring food to 

fallen log, most of which was sus- starving Belgians. He directed the 

pended about a foot from the shipment of a billion dollars worth 

ground. I pushed the saw's fork, of food and clothing to Belgium. 

The main body of the saw has a or large teeth, into the log and Forty times he himself crossed the 

motor like that on an outboard turned up the motor. The roar mine-filled North Sea. 

boat. This motor, too, is started by became sweet music and the chain por half a century Herbert 

a pull cord. Protruding out from of blades spun through the log al- Hoover thrust his saw into the big 

the motor is a flat, steel slab, about most as if it were made of marsh- timber of lofty causes. When death 

4 inches wide and 30 inches long, mallow. Cutting wood with a chain came to him at 90, an entire Free 

It looks like the tail of an alliga- saw had become an exciting pleas- Worid mourned, 
tor. The sharp saw blades spin ure. This was because we had 
around the tail on a chain, like that sought larger logs, off the ground, 
on a bicycle. Immediately below into which we could really press 
the tail, near the engine, are five the big teeth of the saw. 
sharp points. The rental man 

I shall long remember my day 
of battling cedar with a chain saw. 
I hope I never forget the genuine 
joy of cutting big timber as against 

(For Course 9, lesson of April 25, "A Leader 
Is a Builder"; for Course 13, lessons of April 
11 and 18. "Faith"; for Course 17, lesson of 
April 4, "Eternal Progression"; and of gen- 
eral interest.) 

Too often in life we grab for the scuffing with the smaller wood 

easy sticks on the ground rather strewn along the ground, 
than seeking out the bigger, higher — Wendell J. Ashton. 

timber into which we can thrust 

Library File Reference; Conscientiousness.